Abstract
Objectives: The purpose of this study was to explore the effectiveness of reverse teaching in learning the basic medical sciences in undergraduate pathology course. Materials and Methods: Study design was interventional case –control. Participants were 150 first year medical students of University of MAHSA, Malaysia 2017-18. We used quantitative content analysis in pre and post teaching sessions and a delayed test score after 5 months. This result was compared with control group who were exposed to traditional pathology teaching. Results: There was no significant difference in the pre test scores between control group and test group (independent sample t – test, t= -0.836, p=0.404). There was a significant increase in the test scores between the two groups for the immediate post- test (independent sample t – test, t= -23.705, pt – test, t= -6.440, p Conclusion: Reverse teaching based on clinical scenarios has significantly increased score compared to control group (P 0.072). Keywords: Backward class room, Flip class, Inverted teaching, Marketing class, Integration.
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