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ORIGINAL ARTICLE
Year : 2022  |  Volume : 11  |  Issue : 2  |  Page : 128-134

Effects of flipped classroom learning in acquisition and retention of cardiopulmonary resuscitation skills among entry-level health professional students: A single-blinded randomized controlled trial


1 Department of Respiratory Therapy, Manipal Academy of Higher Education, Manipal, Karnataka, India
2 Department of Respiratory Therapy, Hamad Medical Corporation, Doha, Qatar
3 Department of Physiotherapy, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India

Correspondence Address:
Ms. Madhura Reddy
Department of Respiratory Therapy, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijrc.ijrc_149_21

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Context: Inhospital cardiac arrests are provided with immediate life support care, but outhospital cardiac arrest does not receive bystander resuscitation immediately. These delays are due to several reasons; education and type of training received are among them. Objective: The objective of this study was to evaluate the effects of flipped classroom learning (FCL) in the acquisition and retention of knowledge and skills of cardiopulmonary resuscitation (CPR) among health professional students. Methods: A randomized control trial was performed among entry-level health professional students with no background knowledge and skills on basic life support (BLS) and CPR who were equally divided into the flipped classroom (intervention group) and lecture-based classroom (LC) (control group). The BLS and CPR were taught through didactic lectures and hands-on practice to both the groups. The intervention group received the self-study material in a video module before the lecture and hands-on practice. The study was implemented in three phases – intervention phase, follow-up at 1 month, and 2 months. Knowledge was assessed using multiple-choice questions and skills through direct observation and a checklist throughout all the phases. Results: Sixty-one participants completed the study. Mean difference in scores for knowledge and skills between the LC and flipped classroom groups increased immediately after intervention but was not retained on follow-up at 1 and 2 months, and is not statistically significant. However, a significant difference was observed in knowledge and skill scores within the group across different phases (P < 0.001). Conclusion: We did not find an additional benefit of FCL over LC learning.


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