The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study
Abstract This randomized controlled trial study aims to examine the flipped classroom model's effects on the knowledge and health beliefs of testicular cancer and testicular self-examination. The study was conducted on 66 students in Northern Cyprus. A descriptive information form, Champion’s H...
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| Veröffentlicht in: | Health education research 2023-05, Vol.38 (3), p.230-240 |
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| creator | Akcali, Kamil Tastan, Sevinc |
| description | Abstract
This randomized controlled trial study aims to examine the flipped classroom model's effects on the knowledge and health beliefs of testicular cancer and testicular self-examination. The study was conducted on 66 students in Northern Cyprus. A descriptive information form, Champion’s Health Belief Model Scale, visual analogue scale of satisfaction with the learning method, the knowledge questionnaire on testicular cancer and the testicular self-examination itself were used for data collection. The mean posttest knowledge score of the intervention group (14.44) was higher than the mean posttest knowledge score of the control group (12.65). The difference between groups was statistically significant (P |
| doi_str_mv | 10.1093/her/cyad007 |
| format | Article |
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This randomized controlled trial study aims to examine the flipped classroom model's effects on the knowledge and health beliefs of testicular cancer and testicular self-examination. The study was conducted on 66 students in Northern Cyprus. A descriptive information form, Champion’s Health Belief Model Scale, visual analogue scale of satisfaction with the learning method, the knowledge questionnaire on testicular cancer and the testicular self-examination itself were used for data collection. The mean posttest knowledge score of the intervention group (14.44) was higher than the mean posttest knowledge score of the control group (12.65). The difference between groups was statistically significant (P < 0.05). The mean posttest scores obtained by the intervention group from the barriers and the severity subscales of the Champion’s Health Belief Model Scale were lower than for the control group (P < 0.05). The percentages of participants performing the testicular self-examination after receiving training were 82.4% and 59.4% for the intervention group and control group, respectively. The complete trial protocol can be accessed at ClinicalTrials.gov (NCT04851197). Since the flipped classroom model increased the rate of students performing testicular self-exams and the levels of knowledge and satisfaction of the students, the use of this model in different courses may be promoted.</description><identifier>ISSN: 0268-1153</identifier><identifier>EISSN: 1465-3648</identifier><identifier>DOI: 10.1093/her/cyad007</identifier><identifier>PMID: 36843567</identifier><language>eng</language><publisher>US: Oxford University Press</publisher><subject>Cancer ; Flipped Classroom ; Foreign Countries ; Health Behavior ; Health Education ; Health Promotion ; Humans ; Intervention ; Knowledge Level ; Male ; Neoplasms, Germ Cell and Embryonal ; Program Effectiveness ; Students ; Surveys and Questionnaires ; Testicular Neoplasms - diagnosis</subject><ispartof>Health education research, 2023-05, Vol.38 (3), p.230-240</ispartof><rights>The Author(s) 2023. Published by Oxford University Press. 2023</rights><rights>The Author(s) 2023. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c379t-251613a6406b665654d3294062b59c3f8686b216b1e261edc2c72c4e399a5af03</citedby><cites>FETCH-LOGICAL-c379t-251613a6406b665654d3294062b59c3f8686b216b1e261edc2c72c4e399a5af03</cites><orcidid>0000-0002-4187-0358</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,1584,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1401217$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36843567$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Akcali, Kamil</creatorcontrib><creatorcontrib>Tastan, Sevinc</creatorcontrib><title>The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study</title><title>Health education research</title><addtitle>Health Educ Res</addtitle><description>Abstract
This randomized controlled trial study aims to examine the flipped classroom model's effects on the knowledge and health beliefs of testicular cancer and testicular self-examination. The study was conducted on 66 students in Northern Cyprus. A descriptive information form, Champion’s Health Belief Model Scale, visual analogue scale of satisfaction with the learning method, the knowledge questionnaire on testicular cancer and the testicular self-examination itself were used for data collection. The mean posttest knowledge score of the intervention group (14.44) was higher than the mean posttest knowledge score of the control group (12.65). The difference between groups was statistically significant (P < 0.05). The mean posttest scores obtained by the intervention group from the barriers and the severity subscales of the Champion’s Health Belief Model Scale were lower than for the control group (P < 0.05). The percentages of participants performing the testicular self-examination after receiving training were 82.4% and 59.4% for the intervention group and control group, respectively. The complete trial protocol can be accessed at ClinicalTrials.gov (NCT04851197). Since the flipped classroom model increased the rate of students performing testicular self-exams and the levels of knowledge and satisfaction of the students, the use of this model in different courses may be promoted.</description><subject>Cancer</subject><subject>Flipped Classroom</subject><subject>Foreign Countries</subject><subject>Health Behavior</subject><subject>Health Education</subject><subject>Health Promotion</subject><subject>Humans</subject><subject>Intervention</subject><subject>Knowledge Level</subject><subject>Male</subject><subject>Neoplasms, Germ Cell and Embryonal</subject><subject>Program Effectiveness</subject><subject>Students</subject><subject>Surveys and Questionnaires</subject><subject>Testicular Neoplasms - diagnosis</subject><issn>0268-1153</issn><issn>1465-3648</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>TOX</sourceid><sourceid>EIF</sourceid><recordid>eNp9kc1u1TAQhS1ERS-FFWuQVwiJhvondhJ2qCoFVIlNWUeOPSYGJw62Q7k8DY-Kr3LpktVo5nyaM5qD0DNK3lDS8YsR4oXeK0NI8wDtaC1FxWXdPkQ7wmRbUSr4KXqc0jdCqOxo8widctnWXMhmh_7cjoDBWtA54WCx9W5ZwGDtVUoxhAlPwYDHYcbf53DnwXyFczzAqH66sEasZoNHUD6PZegd2HRAM6Ts9OpVxFrNGjYugbcV_FKTm1V2YX6LFY5FCJP7fbAMc47BFwuco1Mep7ya_RN0YpVP8PRYz9CX91e3lx-qm8_XHy_f3VSaN12umKCSciVrIgcphRS14awrHRtEp7ltZSsHRuVAgUkKRjPdMF0D7zollCX8DL3a9i4x_FjL_f3kkgbv1QxhTT1rWlK3rGGioK83VMdQngS2X6KbVNz3lPSHSPoSSX-MpNAvjovXYQJzz_7LoADPNwCi0_fy1SdaE8roQX-56WFd_uv0F-1BoSQ</recordid><startdate>20230522</startdate><enddate>20230522</enddate><creator>Akcali, Kamil</creator><creator>Tastan, Sevinc</creator><general>Oxford University Press</general><scope>TOX</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-4187-0358</orcidid></search><sort><creationdate>20230522</creationdate><title>The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study</title><author>Akcali, Kamil ; Tastan, Sevinc</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c379t-251613a6406b665654d3294062b59c3f8686b216b1e261edc2c72c4e399a5af03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Cancer</topic><topic>Flipped Classroom</topic><topic>Foreign Countries</topic><topic>Health Behavior</topic><topic>Health Education</topic><topic>Health Promotion</topic><topic>Humans</topic><topic>Intervention</topic><topic>Knowledge Level</topic><topic>Male</topic><topic>Neoplasms, Germ Cell and Embryonal</topic><topic>Program Effectiveness</topic><topic>Students</topic><topic>Surveys and Questionnaires</topic><topic>Testicular Neoplasms - diagnosis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Akcali, Kamil</creatorcontrib><creatorcontrib>Tastan, Sevinc</creatorcontrib><collection>Oxford Journals Open Access Collection</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Health education research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Akcali, Kamil</au><au>Tastan, Sevinc</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1401217</ericid><atitle>The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study</atitle><jtitle>Health education research</jtitle><addtitle>Health Educ Res</addtitle><date>2023-05-22</date><risdate>2023</risdate><volume>38</volume><issue>3</issue><spage>230</spage><epage>240</epage><pages>230-240</pages><issn>0268-1153</issn><eissn>1465-3648</eissn><abstract>Abstract
This randomized controlled trial study aims to examine the flipped classroom model's effects on the knowledge and health beliefs of testicular cancer and testicular self-examination. The study was conducted on 66 students in Northern Cyprus. A descriptive information form, Champion’s Health Belief Model Scale, visual analogue scale of satisfaction with the learning method, the knowledge questionnaire on testicular cancer and the testicular self-examination itself were used for data collection. The mean posttest knowledge score of the intervention group (14.44) was higher than the mean posttest knowledge score of the control group (12.65). The difference between groups was statistically significant (P < 0.05). The mean posttest scores obtained by the intervention group from the barriers and the severity subscales of the Champion’s Health Belief Model Scale were lower than for the control group (P < 0.05). The percentages of participants performing the testicular self-examination after receiving training were 82.4% and 59.4% for the intervention group and control group, respectively. The complete trial protocol can be accessed at ClinicalTrials.gov (NCT04851197). Since the flipped classroom model increased the rate of students performing testicular self-exams and the levels of knowledge and satisfaction of the students, the use of this model in different courses may be promoted.</abstract><cop>US</cop><pub>Oxford University Press</pub><pmid>36843567</pmid><doi>10.1093/her/cyad007</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0002-4187-0358</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Oxford University Press Journals All Titles (1996-Current); Alma/SFX Local Collection |
| subjects | Cancer Flipped Classroom Foreign Countries Health Behavior Health Education Health Promotion Humans Intervention Knowledge Level Male Neoplasms, Germ Cell and Embryonal Program Effectiveness Students Surveys and Questionnaires Testicular Neoplasms - diagnosis |
| title | The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study |
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