ArticleThe Journal of perinatal education2024
Flipping Childbirth Education.
Article in The Journal of perinatal education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Who cites it
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Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Since many childbirth education (CBE) courses have moved online, there is a need for a pedagogical design model for online learning. In this study, an online CBE course was flipped, user studies were conducted, and a pedagogical design model was developed. Flipped learning was chosen as it combines asynchronous and synchronous learning activities. The developed model was further strengthened by conducting a pilot study with public health nurses. User data were collected with questionnaires and analyzed using inductive thematic analysis. The results show that in informal learning settings, emphasis should be on which elements are asynchronous or synchronous and mandatory or voluntary. Additionally, time management and interaction between participants and their peers and the instructor should be considered for future training.
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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.