Capabilities of Implementing Flipped Classroom Teaching in Kermanshah University of Medical Sciences

Loading...
Thumbnail Image

Journal Title

Journal ISSN

Volume Title

Publisher

Brieflands

Abstract

Background: The flipped classroom teaching method can lead to frustration and dissipation if the necessary conditions are not met. Objectives: The present study aimed to evaluate the feasibility of implementing the flipped classroom teaching method at Kermanshah University of Medical Sciences. Methods: The study was conducted using a descriptive cross-sectional survey method. A sample of 120 professors with theoretical teaching experience was selected. The data collection tool was a researcher-made questionnaire, validated for construct and face validity. Data analysis was performed using SPSS version 18 software, employing mean, standard deviation, independent parametric t-tests, one-way analysis of variance (ANOVA), and Tukey’s post hoc test. Results: Factors related to the curriculum, with an average score of 18.09 ± 3.01, were at the desired level. Regarding the abilities of faculty members in implementing the flipped classroom, the conditions were within the average range, with an average score of 14.79 ± 3.2. Scores for other variables were significantly lower than average. Analysis of variance revealed a statistically significant difference in scores related to internet access (P = 0.02). Conclusions: "Curriculum-related factors" is the only factor with suitable conditions for the flipped classroom; implementation of this method is not feasible for other factors. It is recommended to address these deficiencies to optimize conditions for the flipped classroom.

Description

Keywords

Citation

URI

Endorsement

Review

Supplemented By

Referenced By