Volume 33, Issue 12 (3-2026)
JSSU 2026, 33(12): 9693-9710 |
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Azami G, Ebrahimy B. Evaluating the Effectiveness of Flipped Classroom Instruction on Cardiopulmonary Resuscitation Competency Among Undergraduate Emergency Medical Students: A Randomized Controlled Trial. JSSU 2026; 33 (12) :9693-9710
URL: http://jssu.ssu.ac.ir/article-1-6498-en.html
URL: http://jssu.ssu.ac.ir/article-1-6498-en.html
Abstract: (8 Views)
Introduction: Considering the essential role of cardiopulmonary resuscitation (CPR) training in enhancing the clinical competence of emergency medical students, along with the limitations of traditional teaching methods, the adoption of innovative approaches such as the flipped classroom has gained increasing attention. The aim of this study was to determine the effectiveness of flipped classroom instruction on CPR competence among undergraduate emergency medical students.
Methods: This study was designed and conducted as a randomized controlled trial. A total of 102 undergraduate emergency medical students were randomly assigned to either the intervention group or the control group. The intervention group underwent CPR training through the flipped classroom approach, whereas the control group received CPR training through traditional instruction. In the control group, traditional education included in-person lectures, classroom discussions, and practical exercises. To assess students’ performance and clinical competence, the Mini-CEX form was applied to evaluate individual clinical skills, and the OSCE was employed to assess practical competence in performing CPR. These evaluations were conducted at three time points: baseline (pre-test), week eight, and week twelve.
Results: Findings indicated that the intervention group, compared to the control group, achieved higher scores both in the assessment of clinical skills using the Mini-CEX and the practical competence assessment (OSCE) related to CPR performance. The differences in mean scores at post-test time points were statistically significant (p < 0.001). Specifically, the mean OSCE scores in the intervention group increased by approximately 8.8 points from baseline to week eight, by 11.8 points from baseline to week twelve, and by 3 points between week eight and week twelve. These results demonstrated a significant upward trend in clinical competence among participants in the intervention group over time.
Conclusion: Based on the findings, flipped classroom instruction may be regarded as an effective and student-centered approach for CPR training and may serve as a foundation for curriculum reforms in emergency medical education
Methods: This study was designed and conducted as a randomized controlled trial. A total of 102 undergraduate emergency medical students were randomly assigned to either the intervention group or the control group. The intervention group underwent CPR training through the flipped classroom approach, whereas the control group received CPR training through traditional instruction. In the control group, traditional education included in-person lectures, classroom discussions, and practical exercises. To assess students’ performance and clinical competence, the Mini-CEX form was applied to evaluate individual clinical skills, and the OSCE was employed to assess practical competence in performing CPR. These evaluations were conducted at three time points: baseline (pre-test), week eight, and week twelve.
Results: Findings indicated that the intervention group, compared to the control group, achieved higher scores both in the assessment of clinical skills using the Mini-CEX and the practical competence assessment (OSCE) related to CPR performance. The differences in mean scores at post-test time points were statistically significant (p < 0.001). Specifically, the mean OSCE scores in the intervention group increased by approximately 8.8 points from baseline to week eight, by 11.8 points from baseline to week twelve, and by 3 points between week eight and week twelve. These results demonstrated a significant upward trend in clinical competence among participants in the intervention group over time.
Conclusion: Based on the findings, flipped classroom instruction may be regarded as an effective and student-centered approach for CPR training and may serve as a foundation for curriculum reforms in emergency medical education
Keywords: Cardiopulmonary Resuscitation, Medical Education, Flipped Classroom, Clinical Competence, Traditional Teaching, Emergency Medical Students
Type of Study: clinical trial |
Subject:
Medical Education
Received: 2025/08/24 | Accepted: 2026/01/13 | Published: 2025/05/5
Received: 2025/08/24 | Accepted: 2026/01/13 | Published: 2025/05/5
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