comparing the effect of flipped teaching versus multimedia-based teaching on postoperative physical activity in patients undergoing open-heart surgery

Background: multimedia learning can be recommended for cardiopulmonary rehabilitation to reduce respiratory complications following open-heart surgery (ohs). furthermore, flipped learning may reinforce the effects of education via further feedback.aim: this study aimed to compare the effects of flipped teaching versus multimedia-based teaching on postoperative physical activity in patients undergoing ohs. method: this controlled randomized clinical trial was conducted on a total of 60 patients admitted to an intensive care unit and a cardiac-surgical ward in northeastern iran in 2019. in the multimedia learning group, a tutorial video was displayed three times a day at different stages, namely preoperation, 1-2 days after the surgery, and 2-3 days postsurgery. the flipped learning group was also subjected to the same tutorial with the potential to be displayed on smartphones. then, the 6-clicks instrument was completed to assess the basic mobility function. the data were analyzed in the ibm spss statistics software (version 25) using the mann-whitney u and friedman tests. results: the groups were homogenous in terms of demographic characteristics. based on the inter-group comparison, the mean duration of physical activity was not significantly different in the study groups at the preoperative stage (p=0.87), 2 days postoperation (p=0.09), and 5-6 days after surgery (p=0.10). however, the mean score of physical activity, on the second and fifth days until the sixth day at the postoperative stage, was significantly different in flipped (p<0.001) and multimedia (p<0.001) groups. implications for practice: same as multimedia-based teaching, flipped teaching is able to improve physical activity in patients following ohs.