Effect of a Flipped Classroom Based on Simulation Software on the Learning of Operating Room Students

A comparative evaluation of the impact of a simulator-based flipped classroom and a file-based flipped classroom on the learning level of operating room students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20220518054911N1

Enrollment

Registered

2026-02-05

Start date

2026-02-24

Completion date

Unknown

Last updated

2026-06-01

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Learning of operating room students.

Interventions

Intervention 1: Intervention group: This group must receive prior preparations (the first session on gallbladder anatomy and laparoscopic instruments) before the main educational intervention (the sec

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Full consent to participate in the study. Own mobile phones capable of installing the touch surgery software and connected to the internet. Participation in the anatomy of the digestive system course and the laparoscopic tools training by a tutor.

Exclusion criteria

Exclusion criteria: Prior experience with the touch surgery simulator software or similar simulators.

Design outcomes

Primary

Measure	Time frame
Students’ learning in the operating room: In this study, knowledge refers to the score that the individual obtains from the researcher-made test “Assessment of the level of students’ knowledge of laparoscopic cholecystectomy surgery” and “Assessment of cognitive performance in laparoscopic cholecystectomy.” The knowledge assessment test consists of 20 questions. The minimum score is zero and the maximum score is 20. The cognitive performance assessment test consists of 8 scenario-based questions in the stages of laparoscopic cholecystectomy, with a minimum score of zero and a maximum score of 8. Timepoint: To measure the progress of students’ learning, the knowledge and cognitive performance tests will be administered in two stages, before and after the implementation of the intervention (with a two-week interval). Method of measurement: Researcher-made written test “Assessment of students’ level of knowledge of laparoscopic cholecystectomy surgery”: It consists of twenty multiple-choice questions. The minimum score will be zero and the maximum score will be 20.Researcher-made cognitive performance assessment test (with 8 scenario-based questions) in the stages of laparoscopic cholecystectomy surgery: The minimum score will be zero and the maximum score will be 8.	—

Measure

Time frame

Students’ learning in the operating room: In this study, knowledge refers to the score that the individual obtains from the researcher-made test “Assessment of the level of students’ knowledge of laparoscopic cholecystectomy surgery” and “Assessment of cognitive performance in laparoscopic cholecystectomy.” The knowledge assessment test consists of 20 questions. The minimum score is zero and the maximum score is 20. The cognitive performance assessment test consists of 8 scenario-based questions in the stages of laparoscopic cholecystectomy, with a minimum score of zero and a maximum score of 8. Timepoint: To measure the progress of students’ learning, the knowledge and cognitive performance tests will be administered in two stages, before and after the implementation of the intervention (with a two-week interval). Method of measurement: Researcher-made written test “Assessment of students’ level of knowledge of laparoscopic cholecystectomy surgery”: It consists of twenty multiple-choice questions. The minimum score will be zero and the maximum score will be 20.Researcher-made cognitive performance assessment test (with 8 scenario-based questions) in the stages of laparoscopic cholecystectomy surgery: The minimum score will be zero and the maximum score will be 8.

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Secondary

Measure	Time frame
Motivation: In this study, “motivation” refers to the score obtained by the individual on the Teaching Motivation Questionnaire (CIS). Timepoint: At the end of the class. Method of measurement: At the end of the class, the Teaching Motivationality Questionnaire (CIS): The described scale assesses learners’ motivation toward teaching and informs about their interests in the four components of attention, connectedness, trust, and satisfaction. This instrument comprises a total of 34 items on a 5-point Likert scale. The score range of this questionnaire is from 34 to 170 (with a median of 102), and a higher score indicates greater interest in the subject and, consequently, greater motivation.	—

Measure

Time frame

Motivation: In this study, “motivation” refers to the score obtained by the individual on the Teaching Motivation Questionnaire (CIS). Timepoint: At the end of the class. Method of measurement: At the end of the class, the Teaching Motivationality Questionnaire (CIS): The described scale assesses learners’ motivation toward teaching and informs about their interests in the four components of attention, connectedness, trust, and satisfaction. This instrument comprises a total of 34 items on a 5-point Likert scale. The score range of this questionnaire is from 34 to 170 (with a median of 102), and a higher score indicates greater interest in the subject and, consequently, greater motivation.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactSepideh Totonchilar

Ardabil University of Medical Sciences

sepidehtotonchi477@gmail.com+98 45 3372 6085

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Jun 11, 2026