Trial reportBMC medical education2022
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.
Trial report in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to 2 registered trials, which are not on this map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Effect of Flipped Classroom Design on Episiotomy Teaching on Knowledge, Skills and Anxiety Levels of Midwifery Students: A Randomized Controlled Study
The Effect of a Flipped Learning Approach on Midwifery Students Learning Shoulder Dystocia Management: A Randomized Controlled Trial.
Who cites it
6 citing papers in PubMed.
- Integrating ChatGPT into nursing education: a randomized trial exploring knowledge, retention, and student perspectives on endotracheal suctioning.BMC medical education · 2026Trial
- The effects of flipped classroom and jigsaw teaching strategies on learning, retention of course content, and satisfaction among nursing students: a quasi-experimental study.BMC medical education · 2025Article
- Impact of a Nutrition Knowledge Intervention on Knowledge and Food Behaviour of Women Within a Rural Community.Nutrients · 2024Article
- Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study.Cureus · 2024Article
- Information-seeking process and clinical scenario solving: introduction of a new tool in nursing education.BMC medical education · 2023Article
- Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSelecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students.
methodsA randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it.
resultsThe posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941).
conclusionThe use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.