Introduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.
Introduction: Medical and laboratory errors can be caused due to many reasons, including communication problem, inadequate training of the staff members, improper identification. Quality indicators can help in objective measurement of errors in various crucial steps. Aim: To determine the nature and frequency of preanalytical, some of the analytical and postanalytical errors in the clinical laboratory with the help of quality indicators. Materials and Methods: This was a retrospective study and data was collected for preanalytical, some of analytical and postanalytical errors from December 2020 to May 2021, from the central laboratory and were classified under various quality indicators. MS Excel was used to analyse the data and descriptive statistics such as number and percentage were used to present the data. Results: Out of the total 677,887 samples received from both Outpatient Department (OPD) and Inpatient Department (IPD) in the central laboratory for clinical chemistry, preanalytical error was found in 482 samples (0.071%) and most common was haemolysis and billing errors. Out of total 677,887 samples received repeat testing was done in 287 samples (0.042%), Turnaround Time (TAT) exceeded in total 2,29,629 samples (33.87%) and transcription errors/amended report were seen in 41 (0.006%). Conclusion: Sample haemolysis, billing errors, insufficient sample and clotted sample are the most common preanalytical errors encountered in clinical laboratory. The TAT was exceeded in one third of the samples. These errors can be minimised by repeated training, annual competency assessment and more automation in preanalytical phase.
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