AIM: To compare the effects of flipped classroom and traditional auditorium lectures, on nursing students' examination results in bioscience. DESIGN: An educational intervention study. METHODS: All 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. RESULTS: The 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.
AIM: To compare the effects of flipped classroom and traditional auditorium lectures, on nursing students' examination results in bioscience. DESIGN: An educational intervention study. METHODS: All 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. RESULTS: The 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.
Authors: A N B Johnston; J Hamill; M J Barton; S Baldwin; J Percival; G Williams-Pritchard; J Salvage-Jones; M Todorovic Journal: Nurse Educ Pract Date: 2015-05-18 Impact factor: 2.281
Authors: Christopher J Gordon; Peter B Hudson; Mark B Plenderleith; Murray Fisher; Judy A Craft Journal: Nurs Health Sci Date: 2016-10-05 Impact factor: 1.857