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The effect of flipped learning on students' basic psychological needs and its association with self-esteem
Esma I Avakyan1,2, David C M Taylor3
1Curriculum&Co - Consulting in Education, Clinical Director of Biocorp, Los Angeles, USA. esmamd@gmail.com.
BMC Medical Education
|October 10, 2024
Summary
The flipped classroom (FC) approach significantly enhances medical students' psychological needs, including autonomy and competence, and boosts self-esteem compared to traditional lectures. This active learning model better supports student engagement and well-being.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Learning environment modifications can improve academic performance and meta-motivational skills.
- The specific mechanisms driving these improvements, particularly in relation to basic psychological needs, require further investigation.
Purpose of the Study:
- To analyze the effect of the flipped classroom (FC) pedagogical model on medical students' basic psychological needs and self-esteem.
- To compare the FC approach with traditional lecture-based classrooms (TC) regarding these outcomes.
Main Methods:
- A cohort of 40 undergraduate medical students participated in a two-phased study.
- Phase I involved a traditional lecture-based classroom (TC); Phase II utilized a flipped classroom (FC) format.
- Students completed the Basic Psychological Need Satisfaction and Frustration Scale and the Rosenberg Self-Esteem Scale after each phase.
Main Results:
- Autonomy and competence satisfaction were significantly higher in the FC environment compared to TC.
- Frustration of autonomy, relatedness, and competence needs was significantly lower in FC.
- Self-esteem was significantly higher in FC, correlating positively with autonomy and competence satisfaction.
Conclusions:
- The FC model more effectively satisfies students' basic psychological needs for autonomy and competence and enhances self-esteem compared to TC.
- Active student involvement and scaffolding in FC contribute to behavioral engagement.
- FC may be particularly beneficial for meeting the needs of millennial learners, suggesting regular assessment of psychological needs during curriculum redesign.
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