The Flipped Classroom Method in Basic Life Support Training

Comparison of Flipped Classroom and Traditional Methods in Basic Life Support Education

In this study, it was aimed to determine the effect of the Flipped Classroom Teaching Method on student success and skill learning level in Basic Life Support education.

Study Overview

• Status: Not yet recruiting
• Conditions: Education
• Intervention / Treatment: Other: intervention group (Flipped Teaching Method Group)

Detailed Description

Basic life support (BLS) is a basic practice that increases survival after cardiac arrest and does not require medication. Cardiac arrest may occur due to various reasons. BLS ensures adequate blood flow to the tissues by pumping blood from the heart. BLS can be applied by all healthcare personnel and people trained in this field. The most important factors affecting survival in out-of-hospital cardiac arrests are the timely arrival of the medical team to the scene and basic life support immediately initiated by those who witnessed the arrest.

Today, students mostly consist of Generation Y and Z. People in this generation have an advanced mindset and a rapid process of acquiring information. They are willing to change and always want to be involved in new approaches. People in this generation are defined as a generation that is smart, fond of freedom, fond of technology and knows how to use technology well. For these generations, technology is the symbol of many things in their lives, and it is one of the issues in which generations Y and Z are superior to Generation X. It is stated that these two generations should be supported with student-centered and technology-based activities rather than traditional teaching.

Developing technology offers many options regarding educational environments, methods and tools. Educators who use these options improve educational processes that include information and communication technologies to help students learn. One of these innovations is the "Inverted classroom model".

In general terms, the flipped classroom completely reverses the traditional learning flow and envisages students learning the subject taught by the instructor in the classroom, outside class hours, from materials recorded electronically. It is possible to deepen and reinforce learning by discussing the subject during class hours and doing reinforcing studies. This process is the exact opposite of the traditional classroom model. In the traditional method, the instructor teaches the lesson in the classroom and the student listens passively. In the flipped classroom, students do the listening part of the lesson on their own at home. On the other hand, they practice the difficult and complex upper steps in the classroom with active learning methods and with the guidance of an instructor.

Due to the increasing number of students and resource scarcity in our country, the use of new methods and models in education is a necessity. In a study, it was determined that Generation Z students preferred the flipped classroom teaching method instead of traditional teaching.

In our country, no teaching example of the flipped classroom learning method has been found in Basic Life Support training. However, the requirements and conditions include exploring the implementation and use of new models such as the flipped classroom learning method; It was decided to conduct this research because it was necessary to collect data on whether the application of this learning method was appropriate for the paramedics who will work in the 112 emergency ambulance team to immediately initiate Basic Life Support and apply it consciously and correctly.

• Study Type: Interventional
• Enrollment (Estimated): 70
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: NESRİN OĞURLU, Lecturer-PhD; Phone Number: +90 5326489387; Email: nogurlu@adu.edu.tr

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Students who are in the First and Emergency Aid Program 1st year student

Exclusion Criteria:

• Students who refused to participate in the study Health vocational high school graduate students Students who take course from below

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: intervention group (Flipped Teaching Method Group); Intervention group students will be given skill training with the Flipped Teaching method.	Other: intervention group (Flipped Teaching Method Group); Students will be given skill training with the Flipped Teaching method, which consists of outside and in-class applications. Out-of-Class Practice: A Learning Management System-Web-Based Distance Education System will be created for the Flipped Teaching method. Theoretical course topics and skill training videos will be uploaded to the system 7 days before the course day. Students will be able to watch the video tutorials in the number and frequency they want until the day of the lesson. At the end of the lesson, the mini-exam will be uploaded to the system. In-class practice: The researcher will come to the lesson prepared for classroom activities such as "question and answer". Theoretical lectures and skill demonstrations will not be made by the researcher. The researcher will only guide the students. Then, the students will be provided to perform the skill under the guidance of the researcher in the clinical skills laboratory.
No Intervention: Control group (Traditional Method Group); Control group students will receive skill training with the traditional method. No intervention will be made.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Measuring Students' Academic Achievement Levels	Students in the control and study groups will evaluate theoretical knowledge with the Theoretical Knowledge Evaluation Form prepared in line with the aims and objectives of the course.	To be measured at the end of the study (4 weeks later)
Measuring Students' Skill Levels	Students will be asked to practice the Basic Life Support skill on a model. Students' Basic Life Support skill performances will be evaluated with the "Basic Life Support Skills Checklist".	To be measured at the end of the study (4 weeks later)

Collaborators and Investigators

• Sponsor: Aydin Adnan Menderes University
• Investigators: Study Director: GÜLENGÜN TÜRK, Prof.Dr., Aydın Adnan Menderes University Faculty of Nursing, Department of Nursing Fundamentals; Principal Investigator: NESRİN OĞURLU, Lecturer-PhD, Aydın Adnan Menderes University Aydın Vocational School of Health Services; Study Director: MUSTAFA OĞURLU, Prof.Dr., Aydın Adnan Menderes University Faculty of Medicine Department of Anesthesia and Reanimation

Study record dates

Study Major Dates

• Study Start (Estimated): February 15, 2024
• Primary Completion (Estimated): July 15, 2024
• Study Completion (Estimated): December 15, 2024

Study Registration Dates

• First Submitted: May 15, 2023
• First Submitted That Met QC Criteria: January 28, 2024
• First Posted (Actual): February 6, 2024

Study Record Updates

• Last Update Posted (Actual): February 6, 2024
• Last Update Submitted That Met QC Criteria: January 28, 2024
• Last Verified: January 1, 2024

More Information

Terms related to this study

• Keywords: Skills Training; Flipped Classroom Teaching; Academic Success; Basic Life Support Training
• Other Study ID Numbers: Basic Life Support Training

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: UNDECIDED

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No