The effect of flipped classroom on medical students’ resuscitation knowledge and practical skills

Introduction: In the flipped class, students study the educational content before attending the class. They enter the classroom for cooperative learning, therefore, in this project, the effect of holding a critical care workshop in the flipped teaching method on the improvement of knowledge, and practical skills in medical students has been investigated. Methods: In this descriptive interventional study, the sample size was calculated to be 45 people in both groups. The educational content of critical care through the center’s website and virtual channels was provided to the intervention group a month ago, and then the students practiced and asked questions in the practical class under the supervision of the professor. The knowledge, and practical skills in the fields of intubation, ATLS, BLS, and ACLS were checked before and after the training through a questionnaire and OSCE test. Results: The acceptable amount of students’ awareness in doing critical care between two training and control groups after training and two months after training is statistically significant (P<0.001). The difference in the average skill score of students in critical care was statistically significant (P<0.001). Conclusion: Learning through interaction and discussion increases knowledge, improves skills and stability, and deepens learning in critical patient care education.