Effect of Flipped Classroom Method on the Reflection Ability in Nursing Students in the Professional Ethics Course; Solomon Four-Group Design Publisher Pubmed



Khazaei MR¹ ; Moradi E² ; Barry A³ ; Keshavarzi MH⁴ ; Hashemi A^{3, 5} ; Ramezani G⁶ ; Zabihi Zazoli A⁷ ; Farzadnia F⁸
Source: BMC Medical Education Published:2025

Abstract

Background and purpose: The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners’ participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics. Study method: The current study is a quasi-experimental study using Solomon’s four-group method. The statistical population included all nursing students who were taking the professional ethics course at Kermanshah University of Medical Sciences. The study tool was a 26-item questionnaire with acceptable validity and reliability. The sample size was 80 nursing students by simple random method and divided into four groups, which included: 1- experimental group 1 2- experimental group 2 3- control group 1, and control 2. The collected data were used by SPSS software and using descriptive statistics methods and two-way analysis of variance and analysis of covariance analysis. Findings: The findings showed that the four investigated groups do not have statistically significant differences in terms of gender composition (p = 0.599). There was no significant difference between the control and experimental groups in terms of all 5 reflection components in the pre-test. A significant difference was observed between the amount of reflection of the experimental and control groups. Conclusion: Considering that there are controversial issues in the course of professional ethics, this method can be effective in the field of deep learning of students. © The Author(s) 2025.