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Flipped classroom approach for trauma education: Attitudes of participants towards pre-course assignments before the advanced trauma life supports (ATLS) instructor course

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Original Article

Author Details : Amita Ray*, Mahesh Chandra Misra, Vinod Jain, Sudip Ghosh

Volume : 11, Issue : 1, Year : 2024

Article Page : 8-15

https://doi.org/10.18231/j.jeths.2024.003

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Abstract

Background: A flipped classroom approach in principle, denotes pre-course engagement for an upcoming educational course. Although never used in trauma education, other educational literature is resplendent with the beneficial effects of pre-course engagement on the learning outcomes of the course itself. In this article we share the attitudes and perspectives of prospective Advanced Trauma Life Supports Instructors towards pre-course assignments to see whether this works in the field of trauma education.
Materials and Methods: After an online pre-course session, we administered a validated questionnaire to 100 participants. The questionnaire had 4 categories - the first dealing with participants’ characteristics and the rest with their attitude and perspectives towards the pre-course sessions. The last category included three open ended questions for qualitative analysis to explain the attitudes of the participants.
Results: The participants showed a significantly positive attitude (p<0 xss=removed xss=removed> Conclusions: The study concludes that a flipped classroom approach can work well in trauma education. A tailored approach, depending upon participant characteristics, may be needed to enhance the relevance of a flipped classroom approach.
 

Keywords: Attitudes, Flipped- classroom, Trauma- education, Advanced trauma life support (ATLS).

How to cite : Ray A, Misra M C, Jain V, Ghosh S, Flipped classroom approach for trauma education: Attitudes of participants towards pre-course assignments before the advanced trauma life supports (ATLS) instructor course. J Educ Technol Health Sci 2024;11(1):8-15

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