Evaluation of Teaching Immunology through Flipped-classroom Model from Students' Perspective in NKUMS

The flipped classroom (FC) is a progressive, effective curricular model, which makes learning deeper and more durable. This study was carried out for quantitative and qualitative assessment of immunology course as FC from NKUMS students’ perspectives. In this descriptive analytical study, 129 students of NKUMS which were classified according to their faculty and field of study, and sampled by Stratified random sampling. Immunology FC was carried out by engaging students in pre-class activities. Problem solving, small group discussions and drawing concept map were assignments of students in class. For assessment, we used a researcher made questionnaire. Moreover, GraphPad Prism software was used for statistical analysis of the data. And then, the results were analyzed using Chi-square test for qualitative data and One-way ANOVA for quantitative data. Ultimately, Our results showed in different scales, subscales of valuable content provided, classroom management by teacher, opportunity for questioning by learner, and doing group work by students have gained the highest desirability; and subscales of explaining complex concepts, equal opportunities for learners, opportunity for written and verbal feedback to learners, and previous learner preparation have obtained the lowest desirability. According tothe results, it is concluded that immunology course as FC can cause deeper learning through learning motivation, interaction and discussion between learners, and link between pre- and in-class activities.