Abstract
AimTo compare the effects of flipped classroom and traditional auditorium lectures, on nursing students’ examination results in bioscience.DesignAn educational intervention study.MethodsAll the first‐year students in the bachelor programme (N = 493) were entered into a database and randomly assigned to the intervention or the control group in a course in bioscience. The outcome measures are the proportion of students who passed the examination, and the distribution of grades from A to E. Chi‐square tests and Mann–Whitney Wilcoxon test were used. The odds to pass versus fail were modelled using binary logistic regression.ResultsThe proportion of students who did not pass the final examination was very similar in the intervention and the control groups, 21.4% and 23.6% (p = .574). Our data did not reveal any statistically significant differences concerning the distribution of grades (p = .691). Students with biology and/or natural science had higher odds for passing.
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