Paramedics Students` Satisfaction of Flipped Classroom Teaching Method in Comparison with Electronic- Content and Lecture- based Instructional Approach

In recent decades, necessity of revising traditional teaching methods and using new and active learning and student-centered methods by educational systems have been found, and these methods have been used in various sciences, including medical sciences. The present study was conducted with the aim of investigating the level of satisfaction of flipped classroom teaching method in comparison with the presentation of electronic-content and the lecture-based instructional methods.

This semi-experimental study was conducted in the second semester of the academic year 2021-2022. The research population consist of students of the operating room and intelligence departments of the Faculty of Paramedicine of Sabzevar University of Medical Sciences (51 students). The students included 15 students of the 2nd semester of the operating room, 18 students of the 4th semester of the operating room, and 18 students of the 1st semester of the anesthesia major. To achieve the goal of the research, the teaching of three courses "an introduction to internal diseases", "principles of sterilization and disinfection" and "medical terms" were studied. These lessons were presented with the help of flipped classroom teaching methods, teaching through E-content and lectures. At the end of each lesson, a standard questionnaire of students' satisfaction with the teacher's teaching method was completed. Data described by Mean and standard deviation and analyzed by variance analysis test, Kruskal-Wallis and Mann-Whitney U test through SPSS.

The findings of the research showed that the highest satisfaction score of students in the course of familiarization with internal diseases using the upside-down classroom method was 34.94 ± 5.42, In the course of “the principles of sterilization” and the course of “medical terminology” both of them with the lecture method, it was 38.20 ± 6.95, 37.88 ± 5.90 respectively. The results of the analysis of variance showed that there was no statistically significant relationship between the average satisfaction score in the lecture method among different courses (p=0.316, F=1.181). Also the results showed that there was no statistically significant relationship between the mean satisfaction score in the virtual method among different subjects (p=0.255, H=2.73). The results showed that there was no statistically significant correlation between the two subjects in the inverted method.

The present study showed that students are satisfied with all three teaching methods provided. The level of students' satisfaction with teaching using the flipped classroom metho and lecture method was higher than the method of presenting virtual content.