Investigation of student views on the application of the flipped classroom method in medical microbiology lesson

Flipped classroom (FC) can be defined as a pedagogical approach that focuses on individual learning rather than group learning. Theoretical course in TYS is taught online; Homework or projects are done as in-class activities such as problem solving and similar practices in which the knowledge learned in the classroom is applied together with the teacher. In summary, in the flipped classroom, the activities done in traditional classrooms are done at home, and the activities done at home are done in the classroom environment. The aim of this study; Providing interactive and active learning by using existing learning management systems such as Moodle, H5P and Teams, by allowing students to learn the topics of the microbiology course, one of the basic medical sciences courses, titled "fungi" at their own pace, to receive student feedback on this subject, to contribute to the literature and both in our country and in the world. The aim is to bring a qualitative study about this learning method to basic medical education. For this purpose, lecture notes, videos, resources and links were sent to Istanbul Medipol University Faculty of Medicine Term 3 students in the Microbiology course on 4 different course topics under the main heading of "fungi" in the TYS application before the course. Before the classroom lesson, the pre-test was carried out, and in the classroom environment, the subjects were processed through case examples, in-class discussions with the cases, open-ended and reminding questions, and ppt presentations aimed at eliminating the deficiencies. At the end of the out-of-class and in-class lessons, applications were made in the laboratory. At the end of the TYS application, a total of 16 questions were conducted on both the preparation process for the lesson and the classroom activities in order to reflect the students' thoughts about the method used. In addition, with semi-structured questions; Focus group interviews were held with 9 students and their thoughts and opinions about TYS were received. For this purpose, the case study pattern, one of the qualitative research methods, was adopted. For this purpose, the case study pattern, one of the qualitative research methods, was adopted. Data were obtained by frequency analysis of the data and content analysis of the interviews. 41% of students answered all the quizzes. 170 students participated in the survey. The lesson titled "General Mycoses" with the rate of 52,216%, the least watched lesson video; The most watched lecture video was "Opportunistic Mycoses" with 82.75%. The rate of students who stated that the course notes were given in advance motivated learning was 74.40%, while the rate of those who stated that the course content was prepared in accordance with the purpose was 80.46%. In fact, 59.16% of the learners stated that it was a flexible model. However, the problem of accessing the Moodle system was noted as the most frequent problem. In addition, students stated that it is a time-consuming model for pre-class preparation and that it cannot be applied for every lesson. When the literature is examined, despite the popularity of TYS, the number of scientific studies on the subject is quite low, and there is not yet any publication in our country that studies have been conducted on TYS in basic medical sciences such as microbiology in medical education. There is a need for more studies on TYS implementation.