Perception of MBBS Students to Flipped Classroom Approach during the COVID-19 Pandemic Confinement: A Cross-sectional Study

Abstract

Abstract Background: The COVID-19 pandemic has significantly impacted medical education, necessitating the adoption of remote teaching methods. One such approach is the flipped classroom (FC), where students learn independently through pre-recorded lectures and other online resources before attending virtual interactive sessions. Aim: We aimed to assess the perception of 1st-year MBBS about FC Model, in terms of their learning and academic progress. Methods: To assess students’ perception regarding flipped class model, a priorly validated semi-structured questionnaire was used. In part 1, students were asked to rate their perceptions on Likert scale of 1–5. Part 2 of the questionnaire was regarding students’ involvement in a FC. Results: More than 60% agreed that slides of lecture and other lecture material should be given in advance. Majority (>72%) agreed that lecture time was sufficient for the discussion of the topic. More than 50% suggested that slides can be used for future reference. A large majority >90% agreed that discussion of the topic is required in the classroom and only material reading or discussion with peers is not sufficient. Most of the students (70%) did not discuss slides or lecture material with classmates or peers. Majority had gone through the slides before the lecture at least sometimes, whereas more than 60% preferred going through the slides and discussing with peers after the lecture. Conclusion: The findings of this study show a positive perception and liking of students towards FC approach.