Flipped Classroom versus Traditional Didactic Classroom in Medical Teaching: A Comparative Study

Abstract

Background The effective and efficient delivery of healthcare services that the National Medical Commission (NMC), India desires from Indian Medical Graduate (IMG) can only be fulfilled if the learner’s participation is extensive. Flipped classroom (FC) may promote enhanced as well as meaningful learning and critical thinking in students. By implementing this method trend can be changed from a teacher-centered approach to a student-centered approach, thus teaching-learning becomes more effective and interesting. It promotes learning and thinking helping the students in diagnosis and formulating appropriate management of patients during the clinical years of medical teaching of MBBS (Bachelor of Medicine and Bachelor of Surgery) and thereafter. Aim To compare FC and traditional didactic classroom (TDC) teaching for first-year MBBS students. Objectives -To evaluate FC method teaching for first-year MBBS students. -To compare effectiveness of FC and TDC teaching for first-year MBBS students. -To evaluate perception of students toward FC teaching method. Methodology The study was conducted after getting approval from the Institutional Ethics Committee. Total of 100 students volunteered to participate in the study after providing informed consent. Two groups based on pseudo randomization were created and subjected to the FC method and TDC method in module A and crossover of groups was done in module B. Both groups were subjected to post-test after intervention in modules. Feedback was obtained from students on their perception toward the FC method. Results There was a statistically significant difference (p<0.05) in post-test scores of both FC groups in both modules (FC Method: 14.77 ± 2.16 and 11.26 ± 1.76 vs TDC Method: 12.16 ± 2.05 and 10.03 ± 2.57). Overall positive feedback was received for FC method of teaching compared to TDC method. Conclusions Considering responses and results of the assessment, it can be concluded that the FC approach is beneficial for students. It enhances the learning of students. Perception of students toward medical teaching can be greatly improved. It helps students achieve better results in their learning. With larger sample size studies, this result of FC method being a better learning tool will gather more strength.

Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study

“…Some benefits include increased flexibility and personalization of study schedules [32,33]. One randomized controlled study showed that a virtual learning environment significantly improved medical student satisfaction/engagement and recall compared with traditional didactic teaching [34], which constitutes passive learning [35]. The flipped classroom strategy, whereby students review instructional content online on their own time and then come together for class time dedicated to student-centered learning activities [36], has been shown to significantly improve student performance and satisfaction in a preclinical medical education setting [37].…”

Efectividad del Aula Invertida en carreras universitarias de Ciencias de la Salud: Revisión de literatura

“…The education in the Health Sciences has experienced enormous changes in the last few years, which have led to the implementation of diverse models focused on the student, such as the case of the Flipped Classroom (19,56) . In addition, the COVID-19 pandemic, which started in 2020, has been perceived by the educational community as a challenge for the current learning methodologies.…”

“…In terms of the development of skills associated with Flipped Classroom, it is observed that the acquisition of both technical skills required in their respective disciplines (25,51) as well as other general ones such as critical thinking (47) , whose importance in health related professions has been recognized in the literature (56,66) .…”

Examining the effects of student-centered flipped classroom in physiology education

“…[9][10][11] Researchers found that perception of students toward medical teaching could be greatly improved in flipped classroom. It helped students achieve better academic performance in their learning [21,22]. Recently, a study also indicated that flipped classroom teaching increased students' learning effectiveness in physiology course, and facilitated the learning of the follow-up medical courses in long-term [2].…”