KBB-Forum 2020 , Cilt 19, Sayı 1


Dr. Cüneyt Orhan KARA1, Dr. Erdem MENGİ1, Dr. Bülent TOPUZ1
1Pamukkale Üniversitesi Tıp Fakültesi KBB AD. Denizli, Türkiye Objective: In resident training, the time required for cognitive learning activities should be used in the most efficient way. For this purpose flipped classroom model will be a suitable teaching strategy. In this study, an allergic rhinitis course developed as a flipped classroom was held. The course results were evaluated.

Methods: Five course sessions including all allergic rhinitis topics in the Turkish otolaryngology training core program were planned. As a pre-class learning resource "Guideline for Diagnosis and Treatment of Allergic Rhinitis Turkey" book was chosen. To demonstrate the effectiveness of the course, it was planned to be applied as pre-test and post-test. The feedbacks about the course were taken by the SETh short interactive course scale.

Results: Six otolaryngology trainees attended the course. The sessions were held as small groups. As facilitators, three trainers and an experienced allergy nurse were assigned. Various interactive teaching methods were used. Some topics learned by using cases. Trainers" and an allergy nurse shared their experiences with trainees. Trainees scored higher in the post-test (90,33 ±6,08) than in the pre-test (24,50±6,15) (p=0,0001 p<0.05). The results of SETh interactive short course scale assessment and written feedbacks showed that trainees were satisfied.

Conclusion: Learning objectives related to allergic rhinitis in the ENT specialization core curriculum were successfully achieved in five learning sessions using the flipped classroom model as a learning strategy. To achieve successful learning in a shorter time in the cognitive domain, flipped classroom model as a teaching strategy can be successfully used in the otolaryngology training core curriculum. Keywords : Flipped Classroom, medical education, allergic rhinitis