Abstract
Introduction: Teaching by “flipped classroom” approach is evolving in medical science where students attempt significant pre-class preparations, while classroom time is utilized to achieve deeper levels of knowledge of the relevant topics.
 Aim: To implement flipped classroom teaching method and to comprehend, analyse and evaluate the impact of this method in first MBBS students.
 Settings and Design: 100 first MBBS students of Ashwini Rural Medical College, Solapur. It’s a cross-sectional observational study
 Methods and Material: Study group comprised of 100 students, who were divided into two groups. Group-1 was exposed to flipped classroom (FCR) teaching method and Group-2 was subjected to traditional classroom teaching by same faculty. Study material like power-point presentations, links for the video lectures and page numbers of standard textbooks of the topics to be taught were shared with students belonging to FCR group. Pre-test was taken from both the groups before beginning of study. Classroom time was utilised for making students achieve deeper knowledge and understanding by self-directed learning methods for FCR group while non-FCR group was taught by didactic lecture sessions. Evaluation was done by post-test. Students belonging to FCR group were asked to give feedback about FCR teaching method.
 Statistical analysis: Comparison of scores of pre and post-test was done between both the groups by using t-test. (p-value < 0.05-significant).
 Results: The average score comparison of pre-test between group-1 and group-2 was not significant which depicts no intellectual difference between both groups whereas average score comparison of post-test between group-1 and group-2 was highly significant. The average marks scored in post-test were highly significant than the marks so scored in pre-test for group-1, whereas in group-2, the average marks scored in post-test were only significant than the marks scored in pre-test.
 Students strongly agreed that they were able to understand the topic effectively and FCR was an interesting experience for learning.
 Conclusions: The present study resulted in improved student’s performance in FCR group hence it gives us an insight that FCR would be a potential and greater educational tool for facilitators to help students reach deeper understanding of topics along with relevant exposure to different ways of pedagogy.
 Keywords: Flipped Class room, Pedagogy, Active learning, Renal Physiology
Highlights
Teaching by “flipped classroom” approach is evolving in medical science where students attempt significant pre-class preparations, while classroom time is utilized to achieve deeper levels of knowledge of the relevant topics
Classroom time was utilised for making students achieve deeper knowledge and understanding by selfdirected learning methods for flipped classroom (FCR) group while non-FCR group was taught by didactic lecture sessions
Medical education is shifting from traditional classroom teaching to Competency Based Medical Education that focuses on active learning & deeper levels of domains in pedagogy
Summary
Teaching by “flipped classroom” approach is evolving in medical science where students attempt significant pre-class preparations, while classroom time is utilized to achieve deeper levels of knowledge of the relevant topics. Classroom time was utilised for making students achieve deeper knowledge and understanding by selfdirected learning methods for FCR group while non-FCR group was taught by didactic lecture sessions. Conclusions: The present study resulted in improved student’s performance in FCR group it gives us an insight that FCR would be a potential and greater educational tool for facilitators to help students reach deeper understanding of topics along with relevant exposure to different ways of pedagogy. Medical faculty continuously struggles and engages themselves in brain storming sessions with different departments to design time-table that can fulfil all points of CBME curriculum like horizontal & vertical integration, alignments, Self-directed learning, Early clinical exposure which can test all three domains of learning. To motivate and guide students to read before the class, one of the best approaches for pedagogy is the emerging concept of flipped classroom
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