Investigating Bloom Cognitive Level Improvement in Clinical Medical Students in Combined Learning Method and Comparison with Traditional Teaching Method

Parallel with the advancement of technology, the tendency to use integrated circuits such as the flipped classroom has increased. The efficacy of a reversed class integration method and position simulation in medical studentschr('39') education was evaluated in this study.

This interventional study was performed on 120 general medical students from March to September in the women ward of Imam Reza Hospital in Mashhad after obtaining informed consent. The participants were pre-tested. The students in the intervention group viewed the educational content in the form of a film and after a week participated in a classroom simulation of a related topic. In the control group, the class was formed by the traditional teaching method and in the form of a master lecture. Finally, one week after presentation, a post-test (in the form of position simulation and to measure four levels of Bloomchr('39')s cognitive levels) was done. Final assessment was done by comparing pre-test and post-test scores with paired t-test.

The mean difference between pre-test and post-test scores in the combined method group in four levels of knowledge, understanding, application and analysis respectively (8/46±1/6, 5/10±1/4, 5/86±1/2, 8/86±0/9) and in the traditional teaching group (1/2±95/4, 5/1±35/3,2/91±1/1, 5/86±1/8). According to p<0.001 in all cases, there was a significant difference in the four levels of Bloom between the two teaching methods and showed the greater impact of the combined method on improving scores. Therefore, it is recommended that this method replace the customary teaching in medical tertiary education.

The teaching method (classroom reversal and position simulation) is more effective in enhancing Bloomchr('39')s cognitive levels than the traditional teaching method. Therefore, the current teaching method of medical students could be replaced with this method.