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

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.