evaluation of knowledge, skill and satisfaction level of laboratory sciences students in pre-laboratory immunohematology course using virtual flipped classroom

Background: medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses.objectives: to determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences.methods: this semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. the intervention involved three steps of the virtual flipped classroom method. knowledge was assessed with multiple-choice questions (mcqs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. data were analyzed using descriptive and analytical statistical tests in stata 14.results: the results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (p < 0.05). additionally, 92.85% of students reported being satisfied with the course. regarding skill evaluation, 95.23% of students stated, i think i have now really achieved it or a part of it.conclusions: the virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. this teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.