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.