Assessment of flipped classroom in the subject Urology. Ninth level of the Medicine career. ESPOCH

Abstract

Introduction: The flipped classroom promotes active and autonomous learning by presenting course content to students before the face-to-face session. Its effective implementation requires adaptive strategies to optimize results.

Objective: To evaluate the results of using the flipped classroom in the Urology section, (parallel 1) of the Medicine program at ESPOCH during one semester.

Method: The flipped classroom method was applied to the teaching of Urology content to a group of Medicine students at the Higher Polytechnic School of Chimborazo (ESPOCH), considered section 1, and compared with a control group (section 2) from the same course.

Results: In terms of the lesson itself, section 1 achieved 82.5% of the maximum grade, compared to 66.7% for the control section. In the assessment questions, 100% of the students in section 1 achieved the maximum grade, unlike section 2, where only 93.3% achieved it. In the final exam, 82.8% of the students in section 1 achieved the maximum grade, and only one student (3.4%) failed. In section 2, 73.3% of the students obtained the maximum grade, while three students (10%) failed.

Conclusions: The results showed that the implementation of the Flipped Classroom model led to better academic performance during Unit 1, as reflected in the assessment results, compared to the group that received traditional instruction.