Flipped ClassroomNCT05776849
Flipped Classroom in Episiotomy Education
A study testing flipped classroom in people with Flipped Classroom and Episiotomy, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour. Read more about this study
- Who is it for?
- Ages 18 years and older, women onlyHealthy volunteers can take part
- Conditions the study is for
- Flipped Classroom, Episiotomy
- What is being tested?
- flipped classroom
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 86 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Dec 2022to 5 Jan 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- Women only
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Registered in the midwifery department,
- Participating in the Normal Birth and Postpartum Period course during the study period and
- Those who agreed to participate in the study
Who cannot join
- Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
- Those who have taken this course before and have experience in episiotomy skills.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Sakarya University- Faculty of Health Sciences
Sakarya, 54050
About this study
Official title: The Effect of Flipped Classroom Design on Episiotomy Teaching on Knowledge, Skills and Anxiety Levels of Midwifery Students: A Randomized Controlled Study
This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour.
Read the detailed description
The flipped classroom is a new and popular teaching model in which lessons traditionally conducted in the classroom become homework or homework responsibilities and lessons that would normally constitute homework become classroom lessons. In the flipped classroom, students become responsible for their own learning process and need to manage their own pace of learning, while the teacher helps the students instead of simply imparting information. While flipped classrooms are seen to offer many positive educational outcomes, they also have some limitations. In the flipped model, student learning achievement and satisfaction can be increased and it is considered to be more economical than traditional teaching. The literature shows that the flipped teaching model requires both opportunities and challenges. Within the scope of the study, in order to evaluate the effect of using inverted classroom design in teaching episiotomy application and repair on students' knowledge, skills and anxiety levels, midwifery students taking normal birth and postnatal period courses will be divided into two groups, one group in the form of traditional teaching and one group in the form of inverted classroom design during the application of episiotomy teaching. The study data will be collected through Student Identification Form, State Anxiety Inventory, Episiotomy Information Form and Episiotomy Skill Evaluation Form. The data obtained from the study will be analysed with SPSS programme. It is thought that the study will make an important contribution to the literature in terms of evaluating the effect of the inverted classroom on teaching episiotomy repair.
- Conditions
- Flipped Classroom, Episiotomy
- Being tested
- flipped classroom
- Keywords
- Flipped classroom, midwifery, episiotomy, anxiety, student
- Medical subject headings
- Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
flipped classroomOther
Educational presentation, visuals and videos (her own video explaining episiotomy application and repair and other videos shared with the traditional group) prepared for the students on episiotomy were shared one week before the episiotomy application.
| Study group | Role | What they receive |
|---|---|---|
| Experimental group | Experimental | The trainer shared the training presentation, visuals and videos (his own video explaining the episiotomy application and repair and other videos shared with the traditional group) prepared on the subject of episiotomy with the students through the course information system, one week before the episiotomy application. It was accepted that the students came to the episiotomy application with the theoretical training. Afterwards, episiotomy was applied. Receives: Other: flipped classroom |
| No Intervention: Control group (Traditional education) | No intervention | The students were given theoretical training. This training was implemented in two sessions, one lasting 50 minutes and the other 30 minutes. The content of the training; It included the definition of episiotomy, indications, risks, episiotomy application steps, materials used, episiotomy types, episiotomy repair and repair steps, suturing techniques and types, episiotomy care. Slide shows, related images and video presentations (3 videos showing episiotomy application and repair steps and suturing techniques) were used as teaching materials. A question-answer session was held at the end of the training. In addition, teaching materials were shared with the students after the application. Immediately after the training, episiotomy was applied. |
What is being measured
The primary outcome is the main question the study is designed to answer.
State Anxiety Inventory (STAI)
The State Anxiety Inventory consists of 20 items and requires the individual to answer how he or she feels at a certain moment and under certain conditions, taking into account his feelings about the situation he is in. The scale is likert type and is a four-degree scale ranging from "Not at all" to "Totally". The maximum score that can be obtained from the scale is 80, and the minimum score is 20. High scores indicate high anxiety, low scores indicate low anxiety.
Measured: 1 hours
Episiotomy Information Form
It consists of 25 propositions (questions) to measure the knowledge level of students about episiotomy. 13 of these propositions were prepared as true propositions and 12 as false propositions, and the participants were asked to answer as 'agree', 'disagree' and 'no idea'. Correct answers given by the students to the propositions were evaluated as 1 point, wrong and I have no idea answers as 0 points. The lowest score that can be obtained from the information form is 0, and the highest score is 25.
Measured: 1 hours
Episiotomy Skill Assessment Form
Form; It consists of 15 items, including the steps of holding the porthole correctly, knotting the sutures properly, repairing the superficial perineal muscles with one-by-one sutures, and application and repair of episiotomy. Each item in the form was scored as "3" if the student fulfilled the procedure in the item, "2" if partially fulfilled, and "1" if not. The total score that can be obtained from the form is minimum 15 and maximum 75.
Measured: 1 hours
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Mar 2023
- Study start15 Dec 2022
- Primary completion22 Dec 2022
- Study completion5 Jan 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for Flipped ClassroomStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- the experimental group will be given the teaching materials before the lesson, while the control group will be given them during the lesson
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 86 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, yasemin hamlacı başkaya, Sakarya University
- Investigators
- yasemin hamlacı başkaya, Study director, Sakarya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05776849
- Sponsor's protocol ID
- 01032023
- Status last verified
- Apr 2023
- First submitted
- 7 Mar 2023
- Last updated
- 5 Apr 2023
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Rotellar C, Cain J. Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. Am J Pharm Educ. 2016 Mar 25;80(2):34. doi: 10.5688/ajpe80234.
PubMed 27073287Smith KM, Geletta S, Duelfer K. Flipped Classroom in Podiatric Medical Education. J Am Podiatr Med Assoc. 2020 Sep 1;110(5):Article_11. doi: 10.7547/19-060.
PubMed 33179058Youhasan P, Chen Y, Lyndon M, Henning MA. Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nurs. 2021 Mar 22;20(1):50. doi: 10.1186/s12912-021-00555-w.
PubMed 33752654Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. Eur J Dent Educ. 2020 May;24(2):213-226. doi: 10.1111/eje.12487. Epub 2019 Dec 18.
PubMed 31808231Golaki SP, Kamali F, Bagherzadeh R, Hajinejad F, Vahedparast H. The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design. BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.
PubMed 35183160Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.
PubMed 34984830Clesse C, Lighezzolo-Alnot J, De Lavergne S, Hamlin S, Scheffler M. Factors related to episiotomy practice: an evidence-based medicine systematic review. J Obstet Gynaecol. 2019 Aug;39(6):737-747. doi: 10.1080/01443615.2019.1581741. Epub 2019 Apr 25.
PubMed 31020867
Study at a glance
From the registry record, last updated by the sponsor on 5 Apr 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Flipped Classroom Design on Episiotomy Teaching on Knowledge, Skills and Anxiety Levels of Midwifery Students: A Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT05776849
- Acronym / sponsor ID
- 01032023
- Conditions
- Flipped Classroom, Episiotomy
- Keywords
- Flipped classroom, midwifery, episiotomy, anxiety, student
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 86 participants (actual)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 15 Dec 2022 (actual)
- Primary completion
- 22 Dec 2022 (actual)
- Study completion
- 5 Jan 2023 (actual)
- First posted
- 20 Mar 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour.
Detailed description
The flipped classroom is a new and popular teaching model in which lessons traditionally conducted in the classroom become homework or homework responsibilities and lessons that would normally constitute homework become classroom lessons. In the flipped classroom, students become responsible for their own learning process and need to manage their own pace of learning, while the teacher helps the students instead of simply imparting information. While flipped classrooms are seen to offer many positive educational outcomes, they also have some limitations. In the flipped model, student learning achievement and satisfaction can be increased and it is considered to be more economical than traditional teaching. The literature shows that the flipped teaching model requires both opportunities and challenges. Within the scope of the study, in order to evaluate the effect of using inverted classroom design in teaching episiotomy application and repair on students' knowledge, skills and anxiety levels, midwifery students taking normal birth and postnatal period courses will be divided into two groups, one group in the form of traditional teaching and one group in the form of inverted classroom design during the application of episiotomy teaching. The study data will be collected through Student Identification Form, State Anxiety Inventory, Episiotomy Information Form and Episiotomy Skill Evaluation Form. The data obtained from the study will be analysed with SPSS programme. It is thought that the study will make an important contribution to the literature in terms of evaluating the effect of the inverted classroom on teaching episiotomy repair.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- the experimental group will be given the teaching materials before the lesson, while the control group will be given them during the lesson
| Arm | Type | Receives |
|---|---|---|
| Experimental group | Experimental | Other: flipped classroomThe trainer shared the training presentation, visuals and videos (his own video explaining the episiotomy application and repair and other videos shared with the traditional group) prepared on the subject of episiotomy with the students through the course information system, one week before the episiotomy application. It was accepted that the students came to the episiotomy application with the theoretical training. Afterwards, episiotomy was applied. |
| No Intervention: Control group (Traditional education) | No intervention | –The students were given theoretical training. This training was implemented in two sessions, one lasting 50 minutes and the other 30 minutes. The content of the training; It included the definition of episiotomy, indications, risks, episiotomy application steps, materials used, episiotomy types, episiotomy repair and repair steps, suturing techniques and types, episiotomy care. Slide shows, related images and video presentations (3 videos showing episiotomy application and repair steps and suturing techniques) were used as teaching materials. A question-answer session was held at the end of the training. In addition, teaching materials were shared with the students after the application. Immediately after the training, episiotomy was applied. |
Who may qualify
- Ages
- 18 years and older
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Registered in the midwifery department,
- Participating in the Normal Birth and Postpartum Period course during the study period and
- Those who agreed to participate in the study
Key exclusion criteria (2 listed)
- Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
- Those who have taken this course before and have experience in episiotomy skills.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| flipped classroomEducational presentation, visuals and videos (her own video explaining episiotomy application and repair and other videos shared with the traditional group) prepared for the students on episiotomy were shared one week before the episiotomy application. | Other | Experimental group |
Primary outcome
State Anxiety Inventory (STAI)
Time frame: 1 hours
The State Anxiety Inventory consists of 20 items and requires the individual to answer how he or she feels at a certain moment and under certain conditions, taking into account his feelings about the situation he is in. The scale is likert type and is a four-degree scale ranging from "Not at all" to "Totally". The maximum score that can be obtained from the scale is 80, and the minimum score is 20. High scores indicate high anxiety, low scores indicate low anxiety.
Episiotomy Information Form
Time frame: 1 hours
It consists of 25 propositions (questions) to measure the knowledge level of students about episiotomy. 13 of these propositions were prepared as true propositions and 12 as false propositions, and the participants were asked to answer as 'agree', 'disagree' and 'no idea'. Correct answers given by the students to the propositions were evaluated as 1 point, wrong and I have no idea answers as 0 points. The lowest score that can be obtained from the information form is 0, and the highest score is 25.
Episiotomy Skill Assessment Form
Time frame: 1 hours
Form; It consists of 15 items, including the steps of holding the porthole correctly, knotting the sutures properly, repairing the superficial perineal muscles with one-by-one sutures, and application and repair of episiotomy. Each item in the form was scored as "3" if the student fulfilled the procedure in the item, "2" if partially fulfilled, and "1" if not. The total score that can be obtained from the form is minimum 15 and maximum 75.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Apr 2023.
- Background: PubMed 27073287Rotellar C, Cain J. Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. Am J Pharm Educ. 2016 Mar 25;80(2):34. doi: 10.5688/ajpe80234.
- Background: PubMed 33179058Smith KM, Geletta S, Duelfer K. Flipped Classroom in Podiatric Medical Education. J Am Podiatr Med Assoc. 2020 Sep 1;110(5):Article_11. doi: 10.7547/19-060.
- Background: PubMed 33752654Youhasan P, Chen Y, Lyndon M, Henning MA. Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nurs. 2021 Mar 22;20(1):50. doi: 10.1186/s12912-021-00555-w.
- Background: PubMed 31808231Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. Eur J Dent Educ. 2020 May;24(2):213-226. doi: 10.1111/eje.12487. Epub 2019 Dec 18.
- Background: PubMed 35183160Golaki SP, Kamali F, Bagherzadeh R, Hajinejad F, Vahedparast H. The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design. BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.
- Background: PubMed 34984830Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.
- Background: PubMed 31020867Clesse C, Lighezzolo-Alnot J, De Lavergne S, Hamlin S, Scheffler M. Factors related to episiotomy practice: an evidence-based medicine systematic review. J Obstet Gynaecol. 2019 Aug;39(6):737-747. doi: 10.1080/01443615.2019.1581741. Epub 2019 Apr 25.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
yasemin hamlacı başkaya study director
Sakarya University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing flipped classroom in people with Flipped Classroom and Episiotomy, run by Sakarya University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Apr 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
State Anxiety Inventory (STAI) (time frame: 1 hours). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05776849, which also lists 7 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Apr 2023.