Akademik Veri Yönetim Sistemi
24th EUPSA Congress. June 7 - 10, 2023, Izmir, Turkey, İzmir, Türkiye, 7 - 10 Haziran 2023
Aim of the study: The
flipped classroom method flips traditional teaching. The theoretical part of
the course is given to the student as homework with resource sharing, and
high-level cognitive tasks. In this process, educators act as guides and
support students' problem-solving processes in classroom activities. The aim of
this study is to investigate the students' opinions and suggestions for a
flipped pediatric surgery clerkship.
Methods:
A four-day pediatric surgery clerkship is planned. Learning materials were
uploaded to the learning management system. 10-question multiple-choice quizzes
were applied at the beginning of the lesson in order to understand students'
preparations and to measure their prior knowledge levels. Quiz results were
shared, and students' misconceptions were corrected during the first 15-minutes
of each course. Case discussions were given to the students, and small group
discussions were provided as inclass activities. Thus, the participants reached
the Apply and Analyze levels of learning objectives in Bloom's taxonomy.
Main
Results: On the last day of the clerkship, feedback was received from 135
students via a 12-item Likert-type questionnaire. The findings revealed that
the flipped classroom approach improves learning by making processes more enjoyable,
attracting more attention, and increasing student motivation. As negative
aspects, they stated the high volume of contents, and the limited time for
preparation. As suggestions, they recommended summarizing contents, increasing
the visual materials.
Conclusions:
According to the results obtained, it was found that the learning process and
motivation were high, although the application for each course that made up the
clerkship heavier.