Video-Supported Flipped Learning for Episiotomy Training in Midwifery Students

Overview

This study aims to evaluate the effect of a video-supported flipped learning model on anxiety and skill levels of midwifery students in episiotomy education. Episiotomy is an important clinical skill in midwifery education, and the method used to teach this skill may influence students' anxiety and performance. This randomized controlled educational study will be conducted with midwifery students who are enrolled in the episiotomy course. Participants will be randomly assigned to either an intervention group or a control group. Students in the intervention group will receive episiotomy education using a video-supported flipped learning model, in which theoretical content is provided through instructional videos prior to in-class activities. The control group will receive traditional classroom-based education. Students' anxiety levels and episiotomy skill performance will be assessed using validated measurement tools before and after the educational intervention. The findings of this study are expected to contribute to evidence-based teaching strategies in midwifery education and support the use of innovative learning models to improve student outcomes.

This study is designed as a randomized controlled educational trial to evaluate the effectiveness of a video-supported flipped learning model in episiotomy education for midwifery students. The study will be conducted in a single academic center with undergraduate midwifery students who meet the predefined eligibility criteria and provide informed consent. Participants will be randomly assigned to one of two parallel groups: an intervention group or a control group. The intervention group will receive episiotomy education using a video-supported flipped learning model. In this model, theoretical content related to episiotomy is delivered through instructional videos that students can access prior to face-to-face sessions. Classroom time will focus on interactive learning activities, discussion, and supervised skills practice in the skills laboratory. The control group will receive episiotomy education through traditional classroom-based teaching methods, including lectures and standard in-class instruction, followed by routine skills practice. Data collection will occur before and after the educational intervention. Students' anxiety levels will be assessed to determine the impact of the educational model on situational anxiety related to episiotomy training. Skill performance in episiotomy will be evaluated during practical sessions using a standardized skill assessment approach. Sociodemographic characteristics of participants will also be collected to describe the study population. The primary outcomes of the study are changes in anxiety levels and episiotomy skill performance following the educational intervention. The study does not involve pharmacological agents, medical devices, or invasive procedures and is considered to pose minimal risk to participants. The results are expected to inform evidence-based educational practices and support the integration of innovative teaching models in midwifery education.