Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design
Abstract Background and purpose The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners’ participation in the education process, the present st...
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06556-y |
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| author | Mohammad Rasool Khazaei Eshagh Moradi Azizeh Barry Mohammad Hasan Keshavarzi Akram Hashemi Ghobad Ramezani Atefeh Zabihi Zazoli Farzaneh Farzadnia |
| author_facet | Mohammad Rasool Khazaei Eshagh Moradi Azizeh Barry Mohammad Hasan Keshavarzi Akram Hashemi Ghobad Ramezani Atefeh Zabihi Zazoli Farzaneh Farzadnia |
| author_sort | Mohammad Rasool Khazaei |
| collection | DOAJ |
| description | Abstract Background and purpose The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners’ participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics. Study method The current study is a quasi-experimental study using Solomon’s four-group method. The statistical population included all nursing students who were taking the professional ethics course at Kermanshah University of Medical Sciences. The study tool was a 26-item questionnaire with acceptable validity and reliability. The sample size was 80 nursing students by simple random method and divided into four groups, which included: 1- experimental group 1 2- experimental group 2 3- control group 1, and control 2. The collected data were used by SPSS software and using descriptive statistics methods and two-way analysis of variance and analysis of covariance analysis. Findings The findings showed that the four investigated groups do not have statistically significant differences in terms of gender composition (p = 0.599). There was no significant difference between the control and experimental groups in terms of all 5 reflection components in the pre-test. A significant difference was observed between the amount of reflection of the experimental and control groups. Conclusion Considering that there are controversial issues in the course of professional ethics, this method can be effective in the field of deep learning of students. |
| format | Article |
| id | doaj-art-0bc8d87e1ced46e499ab31df7f86eead |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-0bc8d87e1ced46e499ab31df7f86eead2025-01-19T12:27:43ZengBMCBMC Medical Education1472-69202025-01-0125111110.1186/s12909-024-06556-yEffect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group designMohammad Rasool Khazaei0Eshagh Moradi1Azizeh Barry2Mohammad Hasan Keshavarzi3Akram Hashemi4Ghobad Ramezani5Atefeh Zabihi Zazoli6Farzaneh Farzadnia7Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical SciencesEducation Development Center (EDC), Urmia University of Medical SciencesCenter for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS)Clinical Education Research Center, Shiraz University of Medical SciencesCenter for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS)Education Development Center, Kermanshah University of Medical SciencesOperating Room Department, School of Allied Medical Sciences, Mazandaran University of Medical SciencesNursing and Midwifery Care Research Center, Department Of Community Health and Geriatric Nursing, Iran University of Medical SciencesAbstract Background and purpose The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners’ participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics. Study method The current study is a quasi-experimental study using Solomon’s four-group method. The statistical population included all nursing students who were taking the professional ethics course at Kermanshah University of Medical Sciences. The study tool was a 26-item questionnaire with acceptable validity and reliability. The sample size was 80 nursing students by simple random method and divided into four groups, which included: 1- experimental group 1 2- experimental group 2 3- control group 1, and control 2. The collected data were used by SPSS software and using descriptive statistics methods and two-way analysis of variance and analysis of covariance analysis. Findings The findings showed that the four investigated groups do not have statistically significant differences in terms of gender composition (p = 0.599). There was no significant difference between the control and experimental groups in terms of all 5 reflection components in the pre-test. A significant difference was observed between the amount of reflection of the experimental and control groups. Conclusion Considering that there are controversial issues in the course of professional ethics, this method can be effective in the field of deep learning of students.https://doi.org/10.1186/s12909-024-06556-yFlipped classroomReflectionNursing studentsProfessional ethics |
| spellingShingle | Mohammad Rasool Khazaei Eshagh Moradi Azizeh Barry Mohammad Hasan Keshavarzi Akram Hashemi Ghobad Ramezani Atefeh Zabihi Zazoli Farzaneh Farzadnia Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design BMC Medical Education Flipped classroom Reflection Nursing students Professional ethics |
| title | Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design |
| title_full | Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design |
| title_fullStr | Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design |
| title_full_unstemmed | Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design |
| title_short | Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design |
| title_sort | effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course solomon four group design |
| topic | Flipped classroom Reflection Nursing students Professional ethics |
| url | https://doi.org/10.1186/s12909-024-06556-y |
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