Comparing Flipped Classroom with Traditional Instruction for Post-Partum Intra-Uterine Device Training Among Medical Students in a Ugandan Public University:
| dc.contributor.author | Pebalo, Francis Pebolo | |
| dc.contributor.author | Bongomin, Felix | |
| dc.contributor.author | Awor, Sylvia | |
| dc.contributor.author | Arwinyo, Baifa | |
| dc.contributor.author | Ojara, Sande | |
| dc.contributor.author | Opee, Jimmy | |
| dc.contributor.author | Ayikoru, Jackline | |
| dc.contributor.author | Okot, Jerom | |
| dc.contributor.author | Ssenuni, Eric | |
| dc.contributor.author | Ouma, Simple | |
| dc.contributor.author | Nakimuli, Annettee | |
| dc.date.accessioned | 2023-11-24T13:25:48Z | |
| dc.date.available | 2023-11-24T13:25:48Z | |
| dc.date.issued | 2023-09-07 | |
| dc.description.abstract | A two-arm, quasi-experimental design was used. The FC group underwent a pre-recorded lecture and video on PPIUD insertion, followed by interactive sessions and procedural practice. The traditional group received an hour-long lecture and onsite skills demonstration, followed by skill practice. Paired t tests were used to determine knowledge and skills acquisition in each group and independent samples t tests was be used to compare groups. Stata version 17 and GraphPad Prism version 9 were used for analysis. Results A total of 67 students were included in the final analysis, 37 in the traditional group and 30 in the FC group. There was a significant improvement in post-test scores compared to pre-test scores in both groups p < 0.001. The mean post-test score was higher for FC compared to the traditional teaching methods group although, it was not statistically significant (p = 0.069). Certain categories of students performed better with FC, especially those who failed pre-tests p = 0.021), in bachelor or of medicine and bachelor of surgery (MBChB) year 3 class (p = 0.011), students who joined the university directly from advanced level certificate (p = 0.018) and aged younger than 25 years (p = 0.002). There was no statistically significant difference in the mean procedure performance score between the intervention and the traditional teaching methods (p = 0.634). Conclusion The FC had shown a positive impact on the knowledge and skills of medical students indicating its role in reproductive health training in resource-limited settings. Additionally, future studies could investigate how FC can combined with other teaching methods to create a blended learning approach that maximizes the benefits and enhanced learning. | en_US |
| dc.description.sponsorship | This research was funded with support from the Center for International Reproductive Health Training at the University of Michigan (CIRHT-UM). | en_US |
| dc.identifier.citation | Pebolo, P. F., Bongomin, F., Awor, S., Arwinyo, B., Ojara, S., Opee, J., ... & Nakimuli, A. (2023). Comparing Flipped Classroom with Traditional Instruction for Post-Partum Intra-Uterine Device Training Among Medical Students in a Ugandan Public University: A Quasi-experimental Study. | en_US |
| dc.identifier.uri | : https://doi.org/10.21203/rs.3.rs-3225936/v1 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14270/355 | |
| dc.publisher | Research squares | en_US |
| dc.relation.ispartofseries | Research squares; | |
| dc.subject | Flipped classroom | en_US |
| dc.subject | Pedagogy | en_US |
| dc.subject | Traditional method of instruction | en_US |
| dc.subject | Clinical year medical students | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Comparing Flipped Classroom with Traditional Instruction for Post-Partum Intra-Uterine Device Training Among Medical Students in a Ugandan Public University: | en_US |
| dc.title.alternative | A Quasi-experimental Study | en_US |
| dc.type | Preprint | en_US |