Microlearning educational approach / Flipped classroom educational approach. Problems related to education and literacy
Conditions
Interventions
Intervention 1: Intervention group 1: microlearning method. Over a 3-week period, following each of the three weekly 2-hour arterial blood gas analysis training sessions delivered in a lecture format,
In this instructional approach, over a three-week period, materials related to arterial blood gas analysis are provided to the students in the form of handouts and booklets one week before each of the
Sponsors
Tehran University of Medical Sciences
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: B.Sc student of anesthesia. Register for the arterial blood gas analysis workshop. Willingness to participate in the study.
Exclusion criteria
Exclusion criteria: participation in other workshops related to arterial blood gas interpretation in the past.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Knowledge of arterial blood gas interpretation (Kirkpatrick level 2). Timepoint: Before the intervention and seven days after the intervention. Method of measurement: pre-test and post-test consist of 20 multiple-choice questions.;Students’ satisfaction (Kirkpatrick level 1). Timepoint: Immediately after the intervention. Method of measurement: A researcher-made questionnaire.;Motivational strategies. Timepoint: Before the intervention, one week after the intervention, and three months after the intervention. Method of measurement: Motivated Strategies for Learning Questionnaire. | — |
Secondary
| Measure | Time frame |
|---|---|
| Change in students’ clinical behavior (Kirkpatrick level 3). Timepoint: 3 months after the end of the intervention. Method of measurement: Evaluation by the examiner at the clinical setting using a patient arterial blood gas test sheet. | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactShaghayegh Miri
Tehran University of Medical Sciences
Outcome results
None listed