Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students

• Published in: BMC medical education Vol. 24; no. 1; pp. 858 - 7
• Main Authors: Seidi, Masoumeh, Ramezani-Aliakbari, Fatemeh, Doosti-Irani, Amin
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 09.08.2024; BioMed Central; BMC
• Subjects: Brochures; Clinical scenarios; Comparative analysis; Control Groups; Core curriculum; Course Content; COVID-19; Curriculum; Data Analysis; Deep learning; Distance learning; Education; Education, Medical, Undergraduate - methods; Educational Measurement; Educational Needs; Educational Objectives; Educational Technology; Female; Flipped Classroom; Gastrointestinal system; Gastrointestinal Tract; Humans; Laboratories; Lecture; Lecture method in teaching; Male; Medical education; Medical students; Methods; Motivation; Multiple choice; Performance evaluation; Physiology; Physiology - education; Problem solving; Problem-Based Learning - methods; Public speaking; Questionnaires; Science; Skills; Student Motivation; Students, Medical; Study and teaching; Surveys and Questionnaires; Teachers; Young Adult; Iran; Lecture; Physiology; Education; Clinical scenarios; Flipped Classroom

Medical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom...