A quasi-experimental evaluation of a flipped class in a public health course

Abstract

Objective:

Evaluate the role of flipped class in an undergraduate epidemiology course.    

Methods:

A pre-post quasi-experiment with historical controls was conducted to evaluate students’ attitude, perception, and self-efficacy of epidemiology through a flipped class approach.

Results:

The sample included 254 undergraduate students. Students’ attitude, perception, and the usefulness of epidemiology, along with self-efficacy in problem solving, significantly changed after end of class. The average grade rose from B to A-. Qualitative feedback captured two themes: increased pace of the course and collaborative learning.

Conclusion:

To encourage collaborative learning, this study encourages the integration of active learning together with the traditional lecture style.