Table 1 Overview of the data collection process in both groups
Course design | Intervention group | Control group |
|---|---|---|
Pre-training | Two hours training and trial sessions for each flipped group | None |
Haematology tests | Pre and post | Pre and post |
Self-efficacy survey | Pre and post | Pre and post |
Course duration | Ten weeks | Ten weeks |
Learning methods | Flipped learning approach | Traditional teaching approach |
Activities for each group | Students engaged in both at-home and in-class activities, as outlined below: In the at-home learning environment, students engaged in the preparatory phase by accessing educational content through the use of pre-recorded lectures and online quizzes available on the Blackboard platform. During the scheduled class time, the class started with a student-led discourse on essential concepts, followed by the teacher’s introduction of more intricate inquiries and discussions. The instructor also provided feedback and facilitated collaborative learning activities. | Students were first introduced to the subject matter of a particular week through a series of in-person lectures delivered by the instructor. After receiving instruction during class, students were assigned weekly tasks to do at home. |
Instructor’s role | To facilitate, evaluate and synthesise new knowledge | To facilitate and provide knowledge |
Assessment strategy | Final exam | Final exam |
Students’ perception | Yes | No |