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Using Online Flipped Classroom in Problem-Based Learning Medical Curriculum: A Mixed Method Study

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Title: Using Online Flipped Classroom in Problem-Based Learning Medical Curriculum: A Mixed Method Study
Language: English
Authors: Nugroho, Dian (ORCID 0000-0002-0902-2279), Hermasari, Bulan Kakanita (ORCID 0000-0002-2162-4766)
Source: Journal of Education and Learning (EduLearn). May 2023 17(2):294-300.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Flipped Classroom, Problem Based Learning, Medical Education, Premedical Students, Foreign Countries, Block Scheduling, Gender Differences, Time Management, Learning Activities, Burnout
Geographic Terms: Indonesia
ISSN: 2089-9823
2302-9277
Abstract: The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1386541
Database: ERIC
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  Data: Using Online Flipped Classroom in Problem-Based Learning Medical Curriculum: A Mixed Method Study
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  Data: <searchLink fieldCode="AR" term="%22Nugroho%2C+Dian%22">Nugroho, Dian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0902-2279">0000-0002-0902-2279</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hermasari%2C+Bulan+Kakanita%22">Hermasari, Bulan Kakanita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2162-4766">0000-0002-2162-4766</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. May 2023 17(2):294-300.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 7
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  Data: 2089-9823<br />2302-9277
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  Label: Abstract
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  Data: The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 294
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Premedical Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Burnout
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Using Online Flipped Classroom in Problem-Based Learning Medical Curriculum: A Mixed Method Study
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            NameFull: Hermasari, Bulan Kakanita
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              Type: published
              Y: 2023
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            – TitleFull: Journal of Education and Learning (EduLearn)
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