Flipped Classroom Effects on the Effectiveness of CPR Training in Large Classes by Influencing Medical Students' Self-efficacy

Abstract

Abstract Flipped classroom (FC) is an instructional approach that puts students at the center of their learning. It involves learning the material before class and then applying it in class. Studies have shown that compared to traditional learning (TL), FC has more advantages, especially for medical students who may face critical situations like cardiopulmonary arrest (CA). However, it is still unclear if FC works well in large classrooms. This study aims to investigate the effect of FC on both theory and skill of cardiopulmonary resuscitation (CPR) in medical undergraduates in large classrooms. The study also explores self-efficacy in achieving high-quality CPR through FC. Furthermore, other factors are also considered to explore the possibility of FC to realize personalized studies, such as GPA stratification, gender, and class satisfaction. This quasi-experimental study used a control group and recruited students from the School of Second Clinical Medicine of Southern Medical University in 2019. Students were divided into TL or FC, and each group was further divided into eight units based on GPA. After eight months, a CPR skill test was conducted to assess CPR retention. The study concludes that FC can improve CPR theory and skill for medical undergraduates in large classrooms. Additionally, students in FC retain better CPR skill after eight months, especially for situational CPR.