Design, implementation, and evaluation of “Diagnosis and Treatment of The Common Skin Diseases” virtual flipped classroom for medical interns.

Using a flipped classroom with proper design improves learning and competencies. The aim of this study was to investigate the effects of the virtual flipped classroom on teaching dermatology to medical internship students.

Methods and Materials:

 A quasi-experimental study with a pre-test post-test group design was conducted on 38 medical internship students of Mashhad University of Medical Sciences in the second semester of the academic year 1399-1400. The stages of the study were: pre-testing at the beginning of the course, presenting electronic content in the field of dermatology, participating in online flipped classrooms, and finally conducting a post-test. To achieve satisfaction, a questionnaire was provided to students and the mean score of the questions was compared using a one-sample t-test with a mean value of zero. The effect on learners' knowledge was investigated by comparing the mean scores of pre-test and post-test using paired t-test.

Thirty-eight interns, including 17 males and 21 females with an average age of 24/8 ± 0/57 years and an average grade of 88/0 ± 8/3 (out of 100 scores) were enrolled. The mean score of all satisfaction questionnaire items was significantly higher than zero. The increase in post-test score compared to pre-test was statistically significant (t = 2.82; P = 0.009). There was no significant relationship between gender, age, and grade point average with satisfaction and learning.

Interns have a positive attitude towards the virtual flipped classroom. Dermatology virtual flipped classroom can significantly improve the level of knowledge of them.