Traditional Learning and the Flipped Classroom Model

The experimental group accessed materials via the Distance Education Application and Research Center portal on October 16, 2025, and completed a Q&A session, online exam, and a 22-item Pregnancy Examination Knowledge Test on October 22, 2025. On October 23, 2025, their practical skills were assessed on a mannequin using the Pregnancy Examination Skills Form.

The control group received a four-hour traditional lecture on October 13, 2025, followed by a practical demonstration. Knowledge was assessed using the same test, and skills were evaluated on October 16, 2025, using the Pregnancy Examination Skills Form.

The primary outcomes were students' knowledge and skills. Knowledge test scores ranged from 0 to 22 (observed: 16-22), with higher scores indicating greater knowledge. The skill form (100 steps) was scored as 0-200 ("Not Completed"=0, "Partially Completed"=1, "Completed"=2), with higher scores indicating better performance.

The "Academic Motivation Scale in Higher Education" was administered to students as a final exam. After all study data were collected, students in the experimental group participated in both theoretical and practical prenatal examination simulations in the laboratory. The effect of the reversed learning model applied to the students at this stage on their academic motivation was measured. The lowest score obtained from the scale was 23, and the highest score was 69. As the score on the scale increases, learning motivation also increases.