The flipped classroom is effective for medical students to improve deep tendon reflex examination skills: A mixed methods study

Not Applicable

• Conditions: ot applicable

• Registration Number: JPRN-UMIN000041133
• Lead Sponsor: Chiba University

Brief Summary

In intervention group, pre-test confidence for deep tendon reflex were higher than control group. There were no statistically significant difference in post-test confidence and DOPS between intervention and control groups. Focus group interview revealed components "Active class participation" and "improvement of learning readiness" in intervention group.

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Completion: 2019-07-31
• Study Start: 2020-07-17
• Last Update Posted: 17 October 2023

Recruitment & Eligibility

• Status: Complete: follow-up complete
• Sex: All
• Target Recruitment: 83

Inclusion Criteria

Not provided

Exclusion Criteria

NA

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
The acquisition of deep tendon reflex were assessed with DOPS. Semi-structured focused group interview about teaching method.

Secondary Outcome Measures

Name	Time	Method
Five-Likert scale questionnaires about the confidence of deep tendon reflex examinations were assessed before and after training session.