Abstract
Abstract
Introduction
Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face.
Method
A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student’s satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA.
Results
Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P < 0.05). Face-to-face teaching was viewed more favorably than the FFC teaching except for considering the flexibility (4.14 ± 1.55), but the difference was not significant (P > 0.05). The students’ knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758).
Conclusion
Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.
Publisher
Springer Science and Business Media LLC
Reference78 articles.
1. West DC, Pomeroy JR, Park JK, Gerstenberger EA, Sandoval J. Critical thinking in graduate medical education: A role for concept mapping assessment? JAMA. 2000;284(9):1105–10. https://doi.org/10.1001/jama.284.9.1105. PMID: 10974689.
2. Zhang J, Cai Z, Zhao Z, Ji K. Cell phone-based online biochemistry and molecular biology medical education curriculum. Med Educ Online. 2017;22(1):1374135. https://doi.org/10.1080/10872981.2017.1374135. PMID:28901222; PMCID:PMC5653940.
3. Vadakedath S, Kandi V. Modified Conventional Teaching: An Assessment of Clinical Biochemistry Learning Process Among Medical Undergraduate Students Using the Traditional Teaching in Combination with Group Discussion. Cureus. 2019;11(8): e5396. https://doi.org/10.7759/cureus.5396. PMID:31620321;PMCID:PMC6793614.
4. Münch-Harrach D, Kothe C, Hampe W. Audio podcasts in practical courses in biochemistry - cost-efficient e-learning in a well-proven format from radio broadcasting. GMS Z Med Ausbild. 2013;30(4):Doc44. PMID: 24282447; PMCID: PMC3839072.
5. Nair SP, Shah T, Seth S, Pandit N, Shah GV. Case based learning: a method for better understanding of biochemistry in medical students. J Clin Diagn Res. 2013;7(8):1576–8. https://doi.org/10.7860/JCDR/2013/5795.3212.