Evaluation of Student Opinions on The Implementation of The Flipped Classroom Model in Health Education
Abstract
This study investigates fourth-year students' perspectives on using the Flipped Classroom Model (FCM) in Health Education at Ataturk University. Employing a case study design, eight interns from the Family Practice department participated. Data collected via semi-structured interviews were analyzed using content analysis. When the perspectives of the participants regarding the implementation of the Flipped Classroom Model (FCM) in health education were scrutinized, it was deduced that, despite the initial anxiety experienced by students and their belief that they would be required to exert double the effort upon being informed that the instruction would occur via FCM, they articulated that the experience did not align with their expectations and was not as laborious as they had presumed. In contrast to this initial apprehension, they also conveyed a favorable outlook, asserting that the dual study requirement would ultimately enhance their learning outcomes. The students underscored that the FCM approach facilitated a more enduring retention of knowledge, contributed positively to their academic performance, and provided a level of engagement in class activities that had not been previously encountered, thus allowing for improved self-expression within this educational framework. Moreover, they indicated that their level of engagement paralleled that of the course instructor and proposed the integration of FCM into additional courses across all educational levels.
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References
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