A Comparative Study to Evaluate the Role of Interactive Lecture Classes and Self-Directed Learning Sessions among First MBBS Students in the Department of Physiology during Implementation of Competency Based Medical Education

Chaudhuri, Arunima; Paul, Suhrita; Goswami, Ayan

doi:10.18410/jebmh/2020/558

Cited by 2 publications

(15 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Eleven of the 45 included studies were RCTs (Anderson, 2017;Chiu, 2018;Dodiya, 2019;Harrington, 2015;Heitz, 2015;Isherwood, 2019;Kuhl, 2017;Ren, 2020;Rui, 2017;, and 19 were QES (Angadi, 2019;Baris, 2020;Chu, 2019;Dehghanzadeh, 2020;Fan, 2020;Grønlien, 2021;Herrero, 2020;Hu, 2019;Lin, 2017;Lucchetti, 2018;Missildine, 2013;Park, 2018;Sajid, 2020;Street, 2015;Suda, 2014;Tang, 2017;Zhu, 2020), and 15 were observational studies of two group comparison designs (i.e., case-control design or two different cohorts) (Bossaer, 2016;Boysen-Osborn, 2016;Burak, 2015;Chaudhuri, 2019;Cheng, 2016;Cotta, 2016;Evans, 2016;Gillispie, 2016;Morton, 2017;O'Connor, 2016;Stewart, 2013;Whelan, 2015;Whillier, 2015;Wilson, 2016;Wong, 2014). We could not identify any eligible ITS or cluster-RCT for this review.…”

Section: Methodsmentioning

confidence: 99%

“…Of 15 observational studies, four studies (Burak, 2015;Evans, 2016;Whelan, 2015;Wong, 2014) had a low risk of confounding bias since the flipped class and comparator classes were implemented with adequate time intervals. We judged eight studies (Boysen-Osborn, 2016;Chaudhuri, 2019;Cheng, 2016;Cotta, 2016;Morton, 2017;O'Connor, 2016;Stewart, 2013;Whelan, 2015) as having a high risk of bias because the students in those two groups were from the same school and may have been aware of which participants were assigned to which group and/or which examination questions were used, or because they were volunteer participants, where no other details of their underlying characteristics such as age and education level. Hence, there was a risk of contamination between groups.…”

Section: Confoundingmentioning

confidence: 99%

“…The remaining five studies (Bossaer, 2016;Burak, 2015;Chaudhuri, 2019;Evans, 2016;Whelan, 2015) were rated as having an unclear risk of baseline imbalance due to a lack of information.…”

Section: Baseline Characteristic Imbalancementioning

confidence: 99%

“…We judged five studies (Bossaer, 2016;Chaudhuri, 2019;Evans, 2016;Gillispie, 2016;Stewart, 2013) as having a low risk of intervention dependence bias since the flipped class and traditional lecture-based class were not implemented in the same cohort at the same time, while 10 studies (Boysen-Osborn, 2016;Burak, 2015;Cheng, 2016;Cotta, 2016;Morton, 2017;O'Connor, 2016;Whelan, 2015;Whillier, 2015;Wilson, 2016;Wong, 2014) as unclear risk of independent intervention.…”

Section: Intervention Independentmentioning

confidence: 99%

“…Participants of 24 studies were undergraduate medical students in various academic/school years or semesters in a variety of disciplines/ modules (Angadi, 2019;Baris, 2020;Boysen-Osborn, 2016;Burak, 2015;Chaudhuri, 2019;Chiu, 2018;Dodiya, 2019;Evans, 2016;Gillispie, 2016;Heitz, 2015;Herrero, 2020;Hu, 2019;Kuhl, 2017;Lin, 2017;Lucchetti, 2018;Morton, 2017;O'Connor, 2016;Ren, 2020;Rui, 2017;Sajid, 2020;Street, 2015;Tang, 2017;Whelan, 2015;. Seven studies included undergraduate pharmacy students (Anderson, 2017;Bossaer, 2016;Cotta, 2016;Stewart, 2013;Suda, 2014;Wilson, 2016;Wong, 2014), while eight studies were with undergraduate nursing students (Chu, 2019;Dehghanzadeh, 2020;Fan, 2020;Grønlien, 2021;Harrington, 2015;Missildine, 2013;Park, 2018;, one study included undergraduates from the medical, dental, and nursing schools (Zhu, 2020), and the remaining five studies involved other disciplines such as dentistry (Isherwood, 2019; and allied health sciences such as chiropractic (Whillier, 2015), Chinese medicine (Cheng, 2016) and medical technology .…”

Section: Participants In Various Disciplinesmentioning

confidence: 99%

See 4 more Smart Citations

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

Naing

Whittaker

Aung

et al. 2023

Campbell Systematic Reviews

View full text Add to dashboard Cite

BackgroundThe ‘flipped classroom’ approach is an innovative approach in educational delivery systems. In a typical flipped class model, work that is typically done as homework in the didactic model is interactively undertaken in the class with the guidance of the teacher, whereas listening to a lecture or watching course‐related videos is undertaken at home. The essence of a flipped classroom is that the activities carried out during traditional class time and self‐study time are reversed or ‘flipped’.ObjectivesThe primary objectives of this review were to assess the effectiveness of the flipped classroom intervention for undergraduate health professional students on their academic performance, and their course satisfaction.Search MethodsWe identified relevant studies by searching MEDLINE (Ovid), APA PsycINFO, Education Resources Information Center (ERIC) as well as several more electronic databases, registries, search engines, websites, and online directories. The last search update was performed in April 2022.Selection CriteriaIncluded studies had to meet the following criteria: Participants: Undergraduate health professional students, regardless of the type of healthcare streams (e.g., medicine, pharmacy), duration of the learning activity, or the country of study. Intervention: We included any educational intervention that included the flipped classroom as a teaching and learning tool in undergraduate programs, regardless of the type of healthcare streams (e.g., medicine, pharmacy). We also included studies that aimed to improve student learning and/or student satisfaction if they included the flipped classroom for undergraduate students. We excluded studies on standard lectures and subsequent tutorial formats. We also excluded studies on flipped classroom methods, which did not belong to the health professional education(HPE) sector (e.g., engineering, economics). Outcomes: The included studies used primary outcomes such as academic performance as judged by final examination grades/scores or other formal assessment methods at the immediate post‐test, as well as student satisfaction with the method of learning. Study design: We included randomised controlled trials (RCTs), quasi‐experimental studies (QES), and two‐group comparison designs. Although we had planned to include cluster‐level RCTs, natural experiments, and regression discontinuity designs, these were not available. We did not include qualitative research.Data Collection and AnalysisTwo members of the review team independently screened the search results to assess articles for their eligibility for inclusion. The screening involved an initial screening of the title and abstracts, and subsequently, the full text of selected articles. Discrepancies between the two investigators were settled through discussion or consultation with a third author. Two members of the review team then extracted the descriptions and data from the included studies.Main ResultsWe found 5873 potentially relevant records, of which we screened 118 of them in full text, and included 45 studies (11 RCTs, 19 QES, and 15 two‐group observational studies) that met the inclusion criteria. Some studies assessed more than one outcome. We included 44 studies on academic performance and eight studies on students' satisfaction outcomes in the meta‐analysis. The main reasons for excluding studies were that they had not implemented a flipped class approach or the participants were not undergraduate students in health professional education. A total of 8426 undergraduate students were included in 45 studies that were identified for this analysis. The majority of the studies were conducted by students from medical schools (53.3%, 24/45), nursing schools (17.8%, 8/45), pharmacy schools (15.6%, 7/45). medical, nursing, and dentistry schools (2.2%, 1/45), and other health professional education programs (11.1%, 5/45). Among these 45 studies identified, 16 (35.6%) were conducted in the United States, six studies in China, four studies in Taiwan, three in India, two studies each in Australia and Canada, followed by nine single studies from Brazil, German, Iran, Norway, South Korea, Spain, the United Kingdom, Saudi Arabia, and Turkey. Based on overall average effect sizes, there was better academic performance in the flipped class method of learning compared to traditional class learning (standardised mean difference [SMD] = 0.57, 95% confidence interval [CI] = 0.25 to 0.90, τ2: 1.16; I2: 98%; p < 0.00001, 44 studies, n = 7813). In a sensitivity analysis that excluded eleven studies with imputed data from the original analysis of 44 studies, academic performance in the flipped class method of learning was better than traditional class learning (SMD = 0.54, 95% CI = 0.24 to 0.85, τ2: 0.76; I2: 97%; p < 0.00001, 33 studies, n = 5924); all being low certainty of evidence. Overall, student satisfaction with flipped class learning was positive compared to traditional class learning (SMD = 0.48, 95% CI = 0.15 to 0.82, τ2: 0.19, I2:89%, p < 0.00001, 8 studies n = 1696); all being low certainty of evidence.Authors' ConclusionsIn this review, we aimed to find evidence of the flipped classroom intervention's effectiveness for undergraduate health professional students. We found only a few RCTs, and the risk of bias in the included non‐randomised studies was high. Overall, implementing flipped classes may improve academic performance, and may support student satisfaction in undergraduate health professional programs. However, the certainty of evidence was low for both academic performance and students' satisfaction with the flipped method of learning compared to the traditional class learning. Future well‐designed sufficiently powered RCTs with low risk of bias that report according to the CONSORT guidelines are needed.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Confoundingmentioning

confidence: 99%

“…The remaining five studies (Bossaer, 2016;Burak, 2015;Chaudhuri, 2019;Evans, 2016;Whelan, 2015) were rated as having an unclear risk of baseline imbalance due to a lack of information.…”

Section: Baseline Characteristic Imbalancementioning

confidence: 99%

Section: Intervention Independentmentioning

confidence: 99%

Section: Participants In Various Disciplinesmentioning

confidence: 99%

See 3 more Smart Citations

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

Naing

Whittaker

Aung

et al. 2023

Campbell Systematic Reviews

View full text Add to dashboard Cite

show abstract

Effect of Self-Directed Learning Module and Assessment on Learning of National Health Programme by Medical Undergraduates – A Mixed Methods Evaluation

Rajalakshmi

Ganapathy

2023

Indian Journal of Community Medicine

View full text Add to dashboard Cite

Background: Competency-based medical education (CBME) curriculum in India has introduced many new concepts like a foundation course, early clinical exposure, and self-directed learning (SDL). Sometimes SDL simply means self-study. Self-directed learning as defined by Knowles is a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, setting their own learning goals, identifying appropriate learning resources, and selecting appropriate learning strategies. SDL is seen as a prerequisite for life-long learners, especially medical graduates. We found poor uptake of SDL sessions in terms of learning and attendance by students. To develop and assess the effect of the SDL module in Community Medicine for Phase -3 MBBS students. Materials and Methods: The study design was a program development and evaluation design. The program development consists of free listing and Nominal Group Technique (NGT). The evaluation design consists of a formative assessment, an end-of-module assessment, and feedback from undergraduate students, postgraduates, and faculties. Data collection procedure: SDL module was developed, agreed and implemented among undergraduates of Phase – 3 MBBS students. Results: Free listing was conducted among undergraduate students who had completed the phase 3 MBBS examination and Nominal Group Technique was conducted among the faculties (n = 7) and Postgraduates of the Department of Community Medicine (n = 2) to explore the appropriate topics for SDL in Community Medicine. The topic with the highest ranking and which was finalized for preparation of the SDL module was “National Health Programme”. Three fourth 118 (75%) of the students scored ≥50% at the end of the module assessment. Manual content analysis for the feedback was categorized into three themes such as facilitating factors, challenges, and solutions. Conclusions: Effective implementation and assessment of SDL sessions are one of the new concepts in the CBME curriculum.

show abstract

A Comparative Study to Evaluate the Role of Interactive Lecture Classes and Self-Directed Learning Sessions among First MBBS Students in the Department of Physiology during Implementation of Competency Based Medical Education

Cited by 2 publications

References 14 publications

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

Effect of Self-Directed Learning Module and Assessment on Learning of National Health Programme by Medical Undergraduates – A Mixed Methods Evaluation

Contact Info

Product

Resources

About