HIGHLIGHTS
SUMMARY
The authors used a 5-point Likert scale to quantitatively evaluate self-confidence in DTR examination before and after the procedural teaching. The flipped classroom was conducted in the intervention group, and the traditional face-toface classroom was conducted in the control group. In the intervention group, a focus group interview was planned for each rotating group as an additional qualitative assessment. In the intervention group, participants learned about DTR by seven minutes of e-learning, followed by undergoing ten minutes of procedural teaching. In the control group, participants attended face-to-face classes . . .
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