O iginal a icle. Assessing Con en Assimila ion in Heal h Resea ch Me hodology: A Compa a i e S udy o Lec u e
and Flipped Class oom Ins uc ion. Vol. 10, n.º 1; p. 14-31, Janua y 2024.
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Assessing Con en Assimila ion in Heal h Resea ch Me hodology: A Compa a i e
S udy o Lec u e and Flipped Class oom Ins uc ion
E aluación de la asimilación de con enidos en la me odología de in es igación en
salud: un es udio compa a i o de la con e encia y la ins ucción en el aula
in e ida
Ja ie Pecci1; Wanessa One i One i2; Ho acio Sánchez-T igo1
1 Depa men o Physical Educa ion and Spo , Uni e si y o Se ille, Se ille, Spain
2In e na ional Uni e si y o Rioja. Spain.
Co esponding au ho : Ja ie Pecci E-mail: [email p o ec ed]
C onog ama edi o ial: A ículo ecibido 03/10/2023 Acep ado: 07/11/2023 Publicado: 01/01/2024
h ps://doi.o g/10.17979/spo is.2024.10.1.9956
Pa a ci a es e a ículo u ilice la siguien e e e encia:
Pecci, J.; One i, W.; Sánchez-T igo, H. (2024). Assessing Con en Assimila ion in
Heal h Resea ch Me hodology: A Compa a i e S udy o Lec u e and Flipped Class oom
Ins uc ion. Spo is Sci J, 10 (1), 14-31 h ps://doi.o g/10.17979/spo is.2024.10.1.9956
Con ibución au o es: In oducción: JP, WOO; Me odología: JP, HST; Resul ados: JP,
WOO, HST; Discusión: JP, WOO, HST; Conclusión: JP, HST.
Financiación: El es udio no ob u o inanciación.
Con lic o de in e és: Los au o es decla an no ene ningun ipo de con li o
Aspec os é icos: El es udio decla a los aspec os é icos.
Abs ac
Vi ual educa ion has e ol ed signi ican ly, d i en by he in eg a ion o In o ma ion and
Communica ion Technology (ICT) esou ces, pa icula ly du ing he COVID-19
pandemic. Heal h Sciences, wi h hei p ac ical componen s, p esen unique challenges
in i ual educa ion, including main aining s uden engagemen . This s udy aimed o
compa e he e ec i eness o he lipped lea ning me hodology wi h and wi hou in-class
con en ein o cemen in a i ual class oom o p e iously assimila ed ma e ials wi hin
Heal h Sciences. The s udy in ol ed s uden s in a Kinesiology p og am using he
Blackboa d Lea n pla o m. Two g oups we e es ablished: one comple ing a
O iginal a icle. Assessing Con en Assimila ion in Heal h Resea ch Me hodology: A Compa a i e S udy o Lec u e
and Flipped Class oom Ins uc ion. Vol. 10, n.º 1; p. 14-31, Janua y 2024.
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15
ques ionnai e a he beginning o he i ual class (FLI g oup) and he o he a he end
ollowing a con en ein o cemen session (FLI+TRA g oup). While no s a is ically
signi ican sco e di e ences we e ound be ween he wo g oups, he FLI+TRA g oup
showed highe pass a es and imp o ed a e age sco es, indica ing p ac ical bene i s.
These esul s sugges ha combining lipped lea ning wi h adi ional in-class
ins uc ion can enhance con en assimila ion in i ual educa ion, os e ing inc eased
s uden engagemen and pa icipa ion. Howe e , u he esea ch is needed o explo e
he ull implica ions and adap abili y o his app oach. In conclusion, his s udy
highligh s he po en ial o he FLI+TRA app oach o imp o e lea ning ou comes in
complex subjec s like Epis emology and Resea ch Me hodology wi hin Heal h
Sciences. As i ual educa ion con inues o e ol e, educa o s should conside his
hyb id eaching model as a aluable ool o p o ide a mo e holis ic and e ec i e
lea ning expe ience.
Keywo ds: lipped lea ning; adi ional class oom; i ual lea ning; heal h sciences;
kinesiology.
Resumen
La educación i ual ha e olucionado signi ica i amen e, impulsada po la in eg ación
de ecu sos de Tecnologías de la In o mación y Comunicación (TIC), especialmen e
du an e la pandemia de COVID-19. Las Ciencias de la Salud, con sus componen es
p ác icos, p esen an desa íos únicos en la educación i ual, incluida la e ención del
in e és de los es udian es. Es e es udio u o como obje i o compa a la e ec i idad de la
me odología de ap endizaje in e ido ( lipped lea ning) con y sin e ue zo de con enido
en clase en un aula i ual pa a ma e iales p e iamen e asimilados en Ciencias de la
Salud. El es udio in oluc ó a es udian es de un p og ama de Kinesiología u ilizando la
pla a o ma Blackboa d Lea n. Se es ablecie on dos g upos: uno comple ando un
cues iona io al comienzo de la clase i ual (g upo FLI) y o o al inal después de una
sesión de e ue zo de con enido en clase (g upo FLI+TRA). Aunque no se encon a on
di e encias es adís icamen e signi ica i as en las pun uaciones en e los dos g upos, el
g upo FLI+TRA mos ó asas de ap obación más al as y pun ajes p omedio mejo ados,
lo que indica bene icios p ác icos. Es os esul ados sugie en que la combinación de
ap endizaje in e ido con ins ucción adicional en clase puede mejo a la asimilación
de con enido en la educación i ual, omen ando un mayo comp omiso y pa icipación
de los es udian es. Sin emba go, se necesi a más in es igación pa a explo a las
implicaciones y la adap abilidad comple as de es e en oque. En conclusión, es e es udio
esal a el po encial del en oque FLI+TRA pa a mejo a los esul ados de ap endizaje en
ma e ias complejas como Epis emología y Me odología de In es igación en Ciencias de
la Salud. A medida que la educación i ual con inúa e olucionando, los educado es
deben conside a es e modelo de enseñanza híb ido como una he amien a aliosa pa a
p opo ciona una expe iencia de ap endizaje más holís ica y e ec i a.
Palab as cla e: ap endizaje in e ido; aula adicional; ap endizaje i ual; ciencias de
la salud; kinesiología.
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In oduc ion
Vi ual educa ion, de ined as ins uc ion o lea ning when eache s and s uden s
a e sepa a ed by ime, space, o bo h (Dung, 2020), is expe iencing a signi ican
ans o ma ion. The u iliza ion o new echnologies and In o ma ion and
Communica ion Technology (ICT) esou ces, including ideo con e encing, s eaming,
and mobile applica ions, is a he co e o i ual eaching. The eme gence o i ual
eaching pla o ms like Blackboa d Lea n and in eg a ed s eaming se ices such as
Blackboa d Collabo a e Ul a has played a pi o al ole in bols e ing i ual educa ion,
pa icula ly du ing he COVID-19 pandemic (Al-kh esheh, 2021), and his end
con inues oday (Hill, 2019; Raza e al., 2022). In his line, many educa ional cen e s
such as uni e si ies has pe cei ed he COVID-19 pandemic as an oppo uni y o mix
p esen ial and i ual en i onmen s, making he lea ning p ocess mo e dynamic
(Ku bako a e al., 2020). None heless, i ual educa ion equi es o he eache s speci ic
skills, knowledge, s a egies and a i udes o adap he con en o he non-p esen ial
class oom (Span e e al., 2018). In any case, eaching me hodology employed in
adi ional class ooms could be adap ed o he i ual mode, bu i could be a challenge
o eache s (To es Ma in e al., 2021). None heless, i is impo an o highligh ha
Blackboa d Lea n could p esen se e al limi a ions, especially hose ela ed o s uden
moni o ing and indi idualiza ion o eaching, ha could make di icul es ablishing
al e na i e eaching me hodologies. In addi ion, di icul ies o he s uden s wi h low
esou ces such as poo in e ne connec ions may u n his pla o m in o a means o
disc imina ion, especially in pandemic si ua ions in which no al e na i es could be
o e ed. Compa ing wi h i s compe i o s such as Google Class ooms, Blackboa d
Collabo a e o e s an in eg a ion wi h Blackboa d Lea n, hus o e ing mo e esou ces,
discussion o ums, e c. A g ea disad an age is i s cos s, bu hey a e usually co e ed by
he uni e si y, so he s uden s ha e no o pay o i s use.
Vi ual educa ion has demons a ed i s e icacy in he lea ning p ocess o Heal h
Science s uden s (Alma zooq e al., 2020). This is no ewo hy as Heal h Sciences o en
equi e hands-on p ac ical componen s, which can pose challenges o he eaching-
lea ning p ocess when deli e ed i ually, unlike disciplines such as Social Sciences
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(Calde ón, 2002). Despi e he adop ion o commonly used online eaching ools like
Blackboa d Collabo a e Ul a, main aining s uden engagemen and mo i a ion emains
a pe sis en challenge o educa o s (Beluce & Oli ei a, 2015; Huang e al., 2019).
T adi ionally, he deli e y o con en by ins uc o s wi h he expec a ion ha s uden s
will assimila e i has been he p edominan app oach (Mo ell, 2004). Howe e , a shi
owa ds me hodologies p omo ing s uden au onomy and ac i e pa icipa ion has gained
popula i y, especially in highe educa ion whe e s uden s possess he ma u i y o engage
e ec i ely wi h al e na i e me hods (He nández e al., 2020; Lab ado & And eu,
2008). In his line, lipped lea ning is an al e na i e me hodology which consis s on
eco ding in-class ac i i ies o con ey a cou se: S uden s wa ch he ideo be o e he
class and use he class ime o sol e complex concep s, answe ques ions, and s uden s
a e encou aged o lea n ac i ely as well as c ea e bonds wi h daily li es (Hwang e al.,
2015)). None heless, lipped lea ning could also be applied wi h al e na i e ma e ial
such as books, PDF o he syllabus o s udy, e c. In he uni e si y con ex , he lipped
lea ning o lipped class oom me hodology has gained popula i y o i s abili y o os e
s uden au onomy and enhance he eaching-lea ning p ocess (Al-Sama aie e al.,
2020). Flipped lea ning alloca es class oom ime o p ac ical o engaging ac i i ies such
as discussions and p ojec s (Be gmann & Sams, 2012). This app oach has demons a ed
i s po en ial o en ich eaching and lea ning p ocesses, in eg a e concep s, ede ine he
oles o educa o s and s uden s, enhance pa icipa ion and communica ion, u ilize ICT
esou ces, imp o e academic pe o mance, and boos he in e es o uni e si y s uden s
(Flo es e al., 2016).
P e ious esea ch has es ablished he e ec i eness o his app oach (i.e., lipped
lea ning) in i ual uni e si y con ex s and especially in Heal h Sciences. A s udy
conduc ed by Halasa e al. (2020) demons a ed ha lipped class oom is mo e e ec i e
in assimila ing nu sing con en s han adi ional class ooms. In addi ion, a sys ema ic
e iew conduc ed by Banks & Kay (2022) showed he e ec i eness o lipped
class ooms in 16 included s udies, concluding ha lipped lea ning could be e ec i e in
p oducing posi i e changes in academic pe o mance, enhancing s uden sa is ac ion
and sel -e icacy linked o well-designed cu iculum. In addi ion, a s udy conduc ed by
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Pozo-Sanchez e al. (2019) showed ha s uden s pe cei e and could assimila e be e he
con en s using lipped lea ning in supe io educa ion (e.g., uni e si y), whe eas du ing
he childhoold his me hodology could no be e y aluable. None heless, i is necessa y
o check i lipped lea ning lea ning could be imp o ed wi h a adi ional ein o cemen .
In ligh o hese de elopmen s, his s udy aimed o compa e he e ec i eness o
he lipped lea ning me hodology wi hou in-class con en ein o cemen agains he
same me hodology wi h con en ein o cemen in he i ual class oom o p e iously
assimila ed ma e ials. This in es iga ion seeks o shed ligh on he e ol ing landscape
o i ual educa ion, i s applicabili y in Heal h Sciences, and he ole o pedagogical
me hodologies in con en assimila ion.
Me hods
Expe imen al Design
The cu en s udy was conduc ed wi hin he cu iculum o he "Epis emology
and Resea ch Me hodology" cou se, a pa o he Kinesiology p og am a he Uni e si y
And és Bello (San iago, Chile). This cou se was pa o he i s semes e o he second
yea . Teaching o his cou se was a collabo a i e e o , wi h 70% o ins uc ion
deli e ed by acul y om he Uni e si y And és Bello and he emaining 30% by
acul y om he Uni e si y Eu opea de Mad id. The po ion o he cou se conduc ed by
he Uni e si y Eu opea de Mad id ( he ocus o his s udy) was en i ely online, u ilizing
he Blackboa d Lea n pla o m. The ins uc ional me hodology employed wi hin he
cou se was he lipped lea ning app oach, whe e s uden s ecei ed de ailed PDF
documen s con aining he s udy ma e ial. This ma e ial was o ganized in o wo uni s,
each comp ising se e al opics (se en opics o he i s uni and ele en opics o he
second uni ). An schema ic app oach o he s udy design is shown in Figu e 1.

O iginal a icle. Assessing Con en Assimila ion in Heal h Resea ch Me hodology: A Compa a i e S udy o Lec u e
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Figu e 1. Expe imen al app oach o he s udy
Assessmen wi hin he Uni e si y Eu opea de Mad id segmen o he cou se
consis ed o h ee g aded ac i i ies and a inal exam. P io o each g aded ask and he
inal exam, a i ual class session was conduc ed by acul y om he Uni e si y
Eu opea de Mad id. These sessions aimed o add ess s uden que ies and engage in
ac i i ies aligned wi h he lipped lea ning me hodology.
The p esen s udy aimed o e alua e, using a 10-ques ion ques ionnai e in 5
minu es, whe he s uden s had co ec ly assimila ed he cou se con en . Speci ically, he
ques ionnai e assessed opics including "Randomized Clinical S udy," "Scien i ic
A icles," "A icle S uc u e," "Scien i ic A icle W i ing," and "Jou nal Quali y." This
ques ionnai e co esponded o he hi d g aded ac i i y, and s uden s we e al eady
amilia wi h his assessmen me hod. Two s uden g oups we e es ablished wi hin he
cou se. One g oup comple ed he ques ionnai e a he beginning o he i ual class (FLI
g oup), while he o he g oup comple ed he ques ionnai e a he end o he class
ollowing a ein o cemen session co e ing he con en o he opics augh h ough
adi ional me hodology (FLI+TRA g oup). The p esen s udy ollowed a quasi-
expe imen al design, since no andomiza ion o he g oups was made. Randomiza ion
was no possible due o he g oups con o med by he uni e si y, acco ding o he
schedule needs o he s uden s. None heless, he con en was he same o bo h g oups
(i.e., same PDFs). Consequen ly, he p o esso could no in luence he esul s due o
di e en explana ions o he con en s in he FLI+TRA g oup o he FLI g oup. In
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addi ion, i is impo an o highligh ha one class (i.e., FLI) ollowed he o he one (i.e.,
FLI+TRA), hus no allowing s uden s o communica e om one class o ano he .
Figu e 1 illus a es he schema ic ep esen a ion o he expe imen al design.
Pa icipan s
Each g oup comp ised en s uden s, o aling wen y pa icipan s. In he
FLI+TRA g oup, class pa icipa ion was a 100%, while in he FLI g oup, pa icipa ion
s ood a 70%. The age o he pa icipan s anged om 19 o 24 yea s, wi h wel e male
and i e emale s uden s. All pa icipan s we e en olled in he Kinesiology p og am a
he Uni e si y And és Bello, egis e ed o he "Epis emology and Resea ch
Me hodology" cou se, and ecei ed ins uc ion om he Uni e si y Eu opea de Mad id,
as p e iously ou lined. This cou se se ed as hei ini ial exposu e o esea ch
me hodology con en , ensu ing ha no g oup had p e iously unde aken he cou se wi h
a highe le el o knowledge.
P ocedu e
A 10-ques ion online ques ionnai e was adminis e ed ei he a he beginning o
he i ual class (FLI) o a he end o he i ual class ollowing a e iew session
(FLI+TRA). The i ual class sessions we e conduc ed using he Blackboa d
Collabo a e Ul a pla o m. The ques ionnai e was adminis e ed ia Google Fo ms, wi h
au oma ed sco ing. Each o he en ques ions had ou answe op ions, wi h one co ec
esponse, excep o one ques ion wi h wo co ec op ions.
P e-Ques ionnai e Vi ual Class (FLI+TRA)
The i ual heo e ical class p eceding he ques ionnai e in he FLI+TRA g oup
consis ed o wo pa s. The i s wen y minu es we e dedica ed o add essing s uden
que ies ega ding he con en hey had p e iously s udied h ough he p o ided PDF
documen s, which ex ensi ely co e ed he assessable con en om each opic.
Subsequen ly, a six y-minu e session was de o ed o e iewing all heo e ical con en
h ough a lec u e by he ins uc o . Th oughou he class, s uden s we e encou aged o
e lec on he opic con en h ough ques ions and we e equi ed o p o ide examples o
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each assessable con en i em om he opics. Following his, en minu es we e alloca ed
o he adminis a ion o he ques ionnai e. The en i e class du a ion was nine y minu es.
I was explici ly communica ed ha he ques ionnai e would no con ibu e o hei
cou se g ade bu was in ended as a simula ion o he inal exam.
Pos -Ques ionnai e Vi ual Class (FLI)
The i ual heo e ical class ollowing he ques ionnai e in he FLI g oup
spanned eigh y minu es ( ollowing he ini ial en minu es allo ed o he ques ionnai e).
Du ing his session, each ques ionnai e i em was e isi ed, wi h explana ions p o ided
o he co ec ness o inco ec ness o possible answe choices. This dynamic app oach
add essed s uden que ies and u he cla i ied he opic con en . Simila o he
FLI+TRA g oup, i was emphasized ha he ques ionnai e would no impac hei
cou se g ades bu was in ended o se e as an exam simula ion. The comple e ad-hoc
ques ionnai e designed o he in e en ion is shown in Appendix 1.
S a is ical Analysis
A desc ip i e analysis was pe o med on he sco es o each g oup, wi h sco es
epo ed as mean ± s anda d de ia ion. Addi ionally, he pe cen age o s uden s passing
(i.e., sco es equal o o exceeding 5) wi hin each g oup was epo ed. A simple analysis
o a iance (ANOVA) was conduc ed be ween he wo g oups. S a is ical analysis was
pe o med using he Jamo i so wa e (The Jamo i p ojec , 2019, Ve sion 2.3.18), wi h
signi icance se a α < 0.05.
Resul s
Resul s ob ained by he s uden s in he ad-hoc designed ques ionnai e anged
om 0 o 10 poin s. Sco ing ob ained by FLI+TRA g oup was 6.3 ± 2.15 poin s,
whe eas FLI g oup ob ained 5 ± 2.67. ANOVA showed no s a is ically signi ican
di e ences be ween g oups (p = 0.341). The app o al a e in he FLI+TRA g oup was
80%, whe eas he app o al a e in he FL g oup was 57.14%. The e o e, despi e he
absence o s a is ically signi ican di e ences, FLI+TRA g oup ob ained a mean sco e
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1.3 poin s highe han FLI g oup, wi h a 22.86% highe app o al a e, hus ep esen ing
a subs an ial and ele an di e ence. Resul s a e summa ized in Figu e 2.
Figu e 2. Ques ionnai e esul s in lipped lea ning in addi ion o adi ional explana ion
(FLI+TRA) g oup and lipped lea ning (FLI) g oup (A) and app o al a es (B).
FLI+TRA showed highe mean sco es and app o al a es in he esul s o he es when
compa ed o FLI.
Discussion
The u iliza ion o he lipped lea ning me hodology has p o en e ec i e in
ensu ing ha he a e age s uden passes a es e en when encoun e ing he con en o
he i s ime. Howe e , p o iding a small in-class ein o cemen a e s uden s ha e
au onomously assimila ed he con en can inc ease he numbe o passing g ades and
ele a e he a e age sco es o he same es . Al hough no s a is ically signi ican
di e ences we e ound in he ANOVA es , he g ades a e subs an ially be e in he
FLI+TRA ( lipped lea ning wi h adi ional ins uc ion) g oup, showing a highe pass
a e. This could be a ibu ed o he small sample size used in he s udy, which can
signi ican ly a ec he abili y o de ec signi ican di e ences (Cohen, 1992). Howe e ,
i ual eaching o la ge numbe s o s uden s does no seem o be a e y e ec i e
s a egy (Rubio He nández & Oli o-F anco, 2020). Addi ionally, in e na ional eaching,
especially in his o ma o he i s ime o s uden s, can also be a limi ing ac o .
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APPENDIX 1. AD-HOC QUESTIONNAIRE ELABORATED TO ASSESS THE
CONTENTS ASSIMILATION
1. Wha does phase 2 o a andomized clinical ial co espond o?
a. Fi s phase in pa ien s (100-300)
b. I is es ed on heal hy subjec s (20-50)
c. E icacy and sa e y a e e alua ed, in addi ion o es ablishing he co ec
he apeu ic dose
d. Long- e m ad e se e ec s a e e alua ed (pha maco igilance)
2. The dependen a iable is he one ha ...
a. De ine he in e en ion
b. They a e in insic o he pa ien
c. De e mine ea men esul s
d. They make up he a iables necessa y o de ine he desc ip i e able o he
sample.
3. An unambiguous way o iden i y an au ho who has common names and
su names, and he e o e can be con used wi h o he au ho s wi h simila names,
is...
a. A aching he PROSPERO p o ile o each au ho o he a icle
b. A aching he ORCID p o ile o each au ho o he a icle
c. A aching he Google Schola p o ile o each au ho o he a icle
d. A aching he PRISMA p o ile o each au ho o he a icle
4. Me a-analyses…
a. They p esen in o ma ion om a ious s udies in a quali a i e way
b. They a e w i en by expe s
c. They p esen he in o ma ion in equency ables
d. They b ing oge he in o ma ion om a ious in es iga ions in a quan i a i e
way
5. Rega ding exclusion c i e ia in sys ema ic e iews:
a. I one o mo e o hese c i e ia a e me , he s udy will no be conside ed
b. I wo o mo e o hese c i e ia a e me , he s udy will no be conside ed
c. I h ee o mo e o hese c i e ia a e me , he s udy will no be conside ed
d. All exclusion c i e ia mus be me o a s udy o no be conside ed
6. When a scien i ic a icle is submi ed o e iew, he ollowing possibili ies exis :
a. Rejec ion o accep ance o he a icle
b. Rejec ion, majo e iew, medium e iew and accep ance
c. Rejec ion, majo e iew, mino e iew and accep ance
d. Rejec ion, majo e iew, medium e iew, mino e iew and accep ance
7. Sys ema ic e iews gene ally ollow he guideline:
a. CONSORT
O iginal a icle. Assessing Con en Assimila ion in Heal h Resea ch Me hodology: A Compa a i e S udy o Lec u e
and Flipped Class oom Ins uc ion. Vol. 10, n.º 1; p. 14-31, Janua y 2024.
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b. CARE
c. PRISMA
d. PROSPERO
e. QUOROM
8. The mos used impac indexes a e:
a. FECYT anking and Eigen ac o
b. Google Schola Me ics and Dialne index
c. JCR and SJR jou nal ankings
d. JIR and SNIPE jou nal ankings
9. In Heal h Sciences, mos o he a icles a e o he ype:
a. Quali a i e
b. Quan i a i e
10. Scien i ic esea ch ables would be p esen ed in:
a. A he end o he me hodology sec ion, when we ha e al eady desc ibed in
de ail wha has been done
b. In he esul s sec ion, as a syn hesis o hese
c. Following he igu es, o show wi h exac numbe s wha has been shown in a
mo e isual way p e iously
d. In he discussion o he esul s, in he pa whe e e e ence is made o wha
appea s in he able o commen on i in his sec ion