Flipped Classroom in Podiatric Medical Education

Area of Science:

• Medical Education
• Podiatric Medicine
• Pedagogy

Background:

• The flipped classroom model is increasingly adopted in higher education.
• Its application for an entire medical course in podiatric schools remains underexplored.

Purpose of the Study:

• To compare student learning outcomes between flipped and traditional classroom methods.
• To assess student perceptions of these teaching modalities in podiatric medical education.

Main Methods:

• Two cohorts of podiatric medical students were compared: one using traditional lectures and the other a flipped classroom.
• Identical assessments and post-course evaluations were administered.
• Multivariate analysis of covariance and textual data analysis were employed.

Main Results:

• No statistically significant difference in examination scores was found between the two teaching methods.
• Sentiment analysis showed a trend towards more positive student comments in the flipped classroom group, though not statistically significant.

Conclusions:

• The flipped classroom approach did not significantly impact academic performance compared to traditional lectures.
• Student satisfaction and positive sentiment were higher in the flipped classroom, suggesting potential benefits for engagement.