Journal of education and health promotion · 2025
Flipped learning in rabies prevention and treatment in continuing professional development courses of health care providers: Quasiexperimental evaluation of knowledge, attitude, and skill competency framework.
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Khoshnoodifar Mehrnoosh, Babaei Samane, Mehranzadeh Masume
Аннотация
BACKGROUND: It is necessary to train ready and continuously updated health care providers (HCPs) using innovative and active blended educational approaches. We aimed to investigate the effectiveness of flipped learning on the knowledge, attitude, and skill (KAS) framework of HCPs in rabies prevention and treatment course and also to evaluate their satisfaction.
MATERIAL AND METHODS: A quasiexperimental study was conducted using pretest and post-test in 2023 in a Health and Treatment Network. Fifty-six HCPs using convenience sampling underwent flipped learning on the national guideline for treatment of animal bites and rabies in humans. The MCQ for knowledge assessment, the attitude questionnaire, and the skill checklist toward the prevention and treatment of rabies were used. Their satisfaction was measured using a standard satisfaction questionnaire toward flipped learning. SPSS version 26 and statistical tests including Mann-Whitney U, Kruskal-Wallis, and Wilcoxon signed-rank were used for analyzing data.
RESULTS: The KAS framework of HCPs after intervention demonstrated a significant difference in the level of KAS compared to baseline (respectively, P = 0.009, P = 0.007, and P = 0.006). Skill scores of males and females had a significant difference after intervention (P = 0.015), and it was better in males. The satisfaction with the educational strategy with a mean of 57.16 was high.
CONCLUSION: The findings demonstrated flipped blended learning effectiveness in promotion of the KAS framework and professional competence of HCPs. We propose organizers and decision makers to select and implement active educational approaches in the strategic plan of their organizations, which will ultimately lead to enhanced outcomes of patients care and, consequently, the health care system.
MATERIAL AND METHODS: A quasiexperimental study was conducted using pretest and post-test in 2023 in a Health and Treatment Network. Fifty-six HCPs using convenience sampling underwent flipped learning on the national guideline for treatment of animal bites and rabies in humans. The MCQ for knowledge assessment, the attitude questionnaire, and the skill checklist toward the prevention and treatment of rabies were used. Their satisfaction was measured using a standard satisfaction questionnaire toward flipped learning. SPSS version 26 and statistical tests including Mann-Whitney U, Kruskal-Wallis, and Wilcoxon signed-rank were used for analyzing data.
RESULTS: The KAS framework of HCPs after intervention demonstrated a significant difference in the level of KAS compared to baseline (respectively, P = 0.009, P = 0.007, and P = 0.006). Skill scores of males and females had a significant difference after intervention (P = 0.015), and it was better in males. The satisfaction with the educational strategy with a mean of 57.16 was high.
CONCLUSION: The findings demonstrated flipped blended learning effectiveness in promotion of the KAS framework and professional competence of HCPs. We propose organizers and decision makers to select and implement active educational approaches in the strategic plan of their organizations, which will ultimately lead to enhanced outcomes of patients care and, consequently, the health care system.