Abstract:

Currently, in vocational training studies, teaching strategies and classroom sequences are being designed in which methods with active elements are implemented to facilitate the development of professional competencies. The application of active methodologies in vocational training has progressed in recent years. In learning processes that use the flipped methodology, a key feature is the shift in the learner’s role. In this process, the student takes center stage, adopting an active role in their own education, while the teacher’s role is moved to the background, acting as a guide throughout the instructional process carried out in the classroom.

The existence of different learning paces among students is a fact that teachers must be aware of in their own classrooms (Li, Lund & Nordsteien, 2023). This flipped classroom method combines asynchronous and synchronous moments, allowing students to engage in reflection and work both inside and outside the classroom. The application of this methodology increases student involvement in the acquisition of diverse content and also promotes the development of professional skills that prepare them for their future careers.

This study presents an educational proposal aimed at acquiring professional competencies related to the vocational training program for Emergency Health Technicians. The objective of the study is to develop and design activities using the Flipped Classroom teaching method to foster the development of competencies associated with the aforementioned training program. The methodology was implemented with the only group of second-year Emergency Health Technician students, and therefore it has been defined as a case study. A situational learning approach was applied in face-to-face classes. To analyze the process, in situ observations were used to record student participation, involvement, and collaborative attitude. Additionally, student contributions were assessed, along with the evaluation tools used.

Regarding one of the analyzed dimensions, “Development of emergency plans to respond to situations where people’s lives may be at risk on a large scale,” results showed a satisfactory improvement in grades. It can be concluded that during the implementation of the experience, most students acquired some of the necessary skills to become professionally competent in their field, which implies the achievement of long-lasting learning. The flipped classroom methodology proved effective in improving students’ academic performance. Skills related to higher-order thinking were developed, and it can also be affirmed that collaborative work in problem-solving through real-life simulations, together with the applied methodology, enhances students’ learning levels and is better received by them.

Keywords:

Education, Vocational Training, Professional Competencies, Flipped Classroom.