Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial

Abstract

Introduction: This study examined the effects of a large-scale flipped learning (FL) approach in an undergraduate course of Digestive System Diseases.Methods: This prospective non-randomized trial recruited 404 students over three academic years. In 2016, the course was taught entirely in a Traditional Lecture (TL) style, in 2017 half of the course (Medical topics) was replaced by FL while the remaining half (Surgical topics) was taught by TL and in 2018, the whole course was taught entirely by FL. Academic performance, class attendance and student's satisfaction surveys were compared between cohorts.Results: Test scores were higher in the FL module (Medical) than in the TL module (Surgical) in the 2017 cohort but were not different when both components were taught entirely by TL (2016) or by FL (2018). Also, FL increased the probability of reaching superior grades (scores >7.0) and improved class attendance and students' satisfaction. Conclusion:The holistic FL model is more effective for teaching undergraduate clinical gastroenterology compared to traditional teaching methods and has a positive impact on classroom attendances.

Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach

“…About 85% of students enjoyed learning and discussing with their peers during class time, further emphasizing the importance of team-based learning. This is a proven advantage of FCR, which has been reiterated adequately in preceding studies on FCR in large groups [16,18].…”

“…This definitely underscores the importance of team-based learning, especially in adult learners. In a study comparing traditional learning with flipped learning in a large classroom, they showed during class time of FCR a significant increase in correct answers after discussion with classmates [18].…”

“…Very few studies have used the FCR approach in large class sizes [13][14][15][16][17][18]. To establish any TLM, there are a few considerations, i.e., its feasibility, validity, effectiveness, and user satisfaction.…”

“…Its feasibility for small class sizes is beyond doubt, but studies are also trying to replicate this model for large groups by categorizing them into smaller teams. Compared to traditional lectures, the effectiveness of FCR has yielded conflicting results, with few reporting more [15,18], equal [13,17], or even less beneficial [14] in terms of scores achieved. Only one of the studies conducted in a large group has compared the pre-and post-test scores after exposure to FCR; this is important because the difference in scores between traditional lecture and FCR could be confounded easily by the basal knowledge of students about a particular subject [16].…”

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

“…Situational interest and cognitive load are considered two important factors that affect student engagement and motivation [13,19]. Manipulation of both factors in a way that results in decreasing cognitive load and Lecturing is considered the primary instructional method of teaching in higher education [20]. .It is a didactic teacher-centered method that is used mainly for large groups [20].…”