Comparing the Effects of Traditional Teaching and Flipped Classroom Methods on Midwifery Students’ Practical Learning: The Embedded Mixed Method

Abstract

Higher-level learning goals can be achieved almost only through teaching methods which actively involve students in their learning. This study aimed to compare the effects of traditional teaching and flipped classroom methods on midwifery students’ practical learning. This embedded mixed method study was conducted on 34 first-year midwifery students in 2017–2018 academic year in Babol city (one of the largest cities in northern Iran). The contents of the four sessions of a course called the principles and techniques of midwifery were prepared for both flipped classroom and traditional teaching methods and provided to students using the crossover design. All students were selected by census and randomly divided into two groups. The students’ attitudes towards both teaching methods were assessed at the beginning and also the end of the study intervention, while their satisfaction, knowledge and practice were assessed one month after intervention. In the second phase (qualitative study), the student's perspective about the weaknesses and the strengths of the both teaching methods were explored using the open-ended questions. Quantitative data were analyzed using SPSS and qualitative data with conventional content analysis. Flipped classroom method was significantly more effective than traditional teaching in improving midwifery students’ knowledge and practice. They also had significantly better attitude and more satisfaction with it (P < 0.05). The strengths of flipped classroom were promotion of learning, consolidation of learning, unlimited opportunity for learning, and interactive learning. This study suggests that flipped classroom method promotes practical learning and leads to positive learning among the midwifery students.