Background: One method used selectively in medical education institutions is the Flipped Classroom Model. According to this paradigm, students receive their first material education at home by completing tasks instead of the typical, boring teacher-centric lectures. (minimum 48–72 h before the session), and spend class time in interactive sessions and group activities.
Aim and Objectives: The objectives of the study were to introduce Flip classroom teaching in the subject of biochemistry, compare teaching-learning with the flip classroom method and interactive lecturing in biochemistry for 1st-year MBBS students, and assess the acceptability and feasibility of this method among undergraduates and faculty members.
Materials and Methods: A cross-sectional interventional study was carried out and department faculties were introduced to this method. One hundred students of 1st-year MBBS class were included in the study. There were two Groups, A and B, each with 50 students. For Topic I, Group A was taught by the flip classroom method and Group B was taught by the interactive Lecture method. For Topic II, Group A will be taught by the interactive Lecture method while Group B will be taught by the flip classroom method. Pre- and post-tests were conducted for both sessions. Feedback was taken as questionnaires from the students and faculties at the end of the sessions.
Results: We found statistically significant differences among both methods from feedback received from the students. Feedback received from the faculties was very positive. The average Likert score was above four in almost all questionnaires.
Conclusion: Our research indicates that interactive lectures are not as effective as the flipped classroom approach for teaching and learning. Due to providing material ahead of the lecture, students are more interactive in flipped classrooms and perform well in post-session examinations.
Key words: Interactive Lectures; Newer Teaching-learning Methods; Flipped Classroom; Medical Education Technology
|
