Effect of flipped classroom instructional model on students’ learning experiences and performance in a master’s Systematic Bacteriology course

Microbiology education requires new student-based methods such as flipped classroom (FC). To our knowledge, there is no study on the implementation of FC in microbiology education in Iran. We aimed to evaluate an FC model for the education of a master’s Systematic Bacteriology course. The students were randomly assigned into two groups. The FC group was asked to read the study materials before the class, and the in-class time was used for student-centered learning activities. The traditional classroom (TC) group attended a didactic lecture. Feedback questionnaires were collected from both groups. Pre- and post-tests were used to assess the students’ performance. A P