Finding the Most Effective Method in Anatomy Lesson in Nursing Education: A Comparison of Classical Lecture and Flipped Classroom

Ümran Gözde Çeliker; Serra Öztürk; Mustafa Kemal  Alimoğlu; Levent Sarıkcıoğlu; Erol Gürpınar; Muzaffer Sindel

doi:10.58600/eurjther1767

Authors

Ümran Gözde Çeliker Department of Anatomy, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0009-0000-2941-9612
Serra Öztürk Department of Anatomy, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0000-0003-1002-0059
Mustafa Kemal Alimoğlu Department of Medical Education, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0000-0002-0587-1177
Levent Sarıkcıoğlu Department of Anatomy, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0000-0002-0825-6225
Erol Gürpınar Department of Medical Education, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0000-0002-5544-7040
Muzaffer Sindel Department of Anatomy, Faculty of Medicine, Akdeniz University, Antalya, Turkey https://orcid.org/0000-0002-6594-1325

DOI:

https://doi.org/10.58600/eurjther1767

Keywords:

flipped education, face-to-face education, nursing education, anatomy

Abstract

Objective: The objective of this research is to determine the comparative superiority between classical face-to-face education and flipped classroom models from the students' perspective.

Methods: This educational intervention study involved 109 first-term students from Akdeniz University Faculty of Nursing who participated in all the discussed flipped training and classical lecture courses. The study included the administration of feedback forms and an exam.

Results: The averages of the total student feedback scores for the classical lecture and flipped classroom were 45.9± 11.7 and 46.0± 8.5, respectively, and the difference between them was not statistically significant (student t-test, p=0.986). The mean of the knowledge acquisition test total scores were found to be 4.79 ± 1.62 and 4.82 ± 1.65, respectively, and the difference between them was not statistically significant (student t-test, p=0.872)

Conclusion: In conclusion, the results suggest that while the flipped classroom approach does not negatively impact knowledge acquisition or student satisfaction compared to traditional lectures, it does not offer a significant overall advantage. Further research and exploration may be needed to fully understand the potential benefits and limitations of the flipped classroom model in enhancing critical thinking skills and knowledge absorption.

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