Effectiveness of flipped classroom model in teaching histology for first-year MBBS students based on competency-based blended learning

Abstract

BACKGROUND: With recent changes in the curriculum of bachelor of medicine and bachelor of surgery (MBBS) course to meet the global trends and to fulfill the standards expected from an Indian medical graduate, introduction of newer teaching methodologies becomes mandatory. The usage of flipped classroom (FCR) in medical education has always been rewarding. This study was to evaluate the effectiveness of FCR as a teaching method in comparison with traditional lectures in histology sessions in Sri Ramaswamy Memorial (SRM) Medical College Hospital and Research Centre, Chennai, Tamil Nadu, India. MATERIALS AND METHODS: This interventional study was conducted among the 1st year MBBS students in SRM Medical College Hospital and Research Centre for a period of 1 year (2018–2019 academic year). The histology sessions were taught using both traditional lectures and FCR methodology. Pre- and posttests were conducted for each traditional and FCR session with ten multiple-choice questions pertaining to that topic. Students' performance was assessed by paired t-test (for pre- and posttest comparisons) and independent t-test (for traditional and FCR posttest mark comparison) using SPSS software version 26. A feedback survey based on Likert scale was also conducted on the students and was analyzed. P < 0.05 was considered statistically significant. RESULTS: Posttest marks had statistically significantly improved when compared to pretest marks (P < 0.0001) in both traditional and FCR teaching methods. Comparison of posttest marks showed statistically significantly higher marks in FCR when compared to traditional teaching (P < 0.0001). Similarly, students’ feedback survey showed that FCR benefitted the students in achieving the competency required. CONCLUSION: FCR methodology of teaching histology had a very impressive outcome and the students' perception was very positive.

Blended learning in human anatomy education in undergraduate medical programmes: A review

“…Perceived strengths and benefits of blended learning in Anatomy education can be grouped into three common themes; namely, the strengths/benefits related to the acquisition and development of learning competencies, related to the learning process, and the instructional material. The most commonly reported benefits of blended learning were the improvement of anatomy knowledge and knowledge consolidation (16,17,19,(25)(26)(27)(28), promotion of self-directed learning (16,20,22,25,27), flexibility in time, place and pace of learning (16,18,20,22,24,25,27),…”

“…This highlights the need for careful selection, planning and delivery of online teaching-learning activities and online learning material in a way that promotes communication and interaction among students and with the teachers. Most of the studies reported the continuation of the traditional practice of gross anatomy, histology, radiological anatomy and living anatomy laboratory sessions with instructorled discussions, small group discussions and small group laboratory activities that provided opportunities for collaboration and communication, and these were well-received by the students in the blended learning courses (15)(16)(17)(18)(19)(21)(22)(23)(24)26,28,29). Several studies reported the use of online discussions forums to compensate for reduced time allocation for in-class interactions (18,22,24,31), and possibility of using social networking and messaging applications to improve communication and interaction in the blended learning approach was also shown (20).…”

“…Thirteen studies have evaluated the learning outcome of the blended learning approach in Human Anatomy education, mainly in terms of knowledge gain. Most of the studies reported improved students' performance in blended learning, reflected in higher grades, scores or pass rates in formative and/or summative assessments in Anatomy (17,18,(20)(21)(22)(23)(26)(27)(28)(29)31). Two of these studies reported improved performance in the assessment of higher level (i.e., application and analysis) in the cognitive domain (22,31).…”

Using Project ECHO to deliver a tele-mentoring and teaching program on palliative care in South Asia: Interpretive description of participants’ experiences with a community of practice for learning

“…The present study is the first to describe the enhancement of learning from a flipped classroom approach in Project ECHO. Previous studies of UG medical students in India have described the positive benefits of a flipped classroom on learning, showing improvements in learners' knowledge, as well their enthusiasm for the design (Aristotle et al 2021;Sreegiri et al 2018). In this study, PG learners enthusiastically embraced the flipped classroom, suggesting that a flipped classroom is a highly valued learning format for PG learners in this setting.…”