Abstract
Objective:To assess usefulness of flipped style of teaching conducted as small-group format in Cardiovascular and Respiration module for Year-I undergraduate medical students at Aga Khan University.Methods:The study was planned and conducted over a period of eight months from March to October 2017 including the time taken for planning, mock run, execution followed by analysis and dissemination. It was carried out at the Aga Khan University Medical College, Karachi. Pre and post test scores of students after flipped class room sessions was compared. Moreover, perception of students was assessed on Likert scale (0-4) by a pretested validated questionnaire.Results:The mean pre-test scores of the students was 4.86 ± 0.91 which improved to 6.09 ± 0.81 (p = 0.021) after attending the flipped class session. Students approved that the frame work helped to promote their learning motivation and engagement with improvement in understanding of the course materials and enhancement of learning during Face to Face activity.Conclusions:The flipped classroom approach showed promise in teaching and learning of ‘Pathophysiology of Shock’ by clinical scenarios in small group discussions. Implementation of flipped class room activity on a wider scale however needs careful selection of course objectives and logistics.
Highlights
The student’s demographic characteristics, post class survey response and pre and post test scores are shown in Table-I and II, and Fig.[1]
Survey results: The survey results were broadly categorized into four sub themes as (a) Student’s perception of Flipped classroom (FCR) Strategy (b) Student’s engagement and learning ‘Effectiveness of FCR’ (c) Knowledge gain and (d) Open Ended Comments
More than 95% of the students reported that they were confident in identifying the causes shock, and understand the pathophysiology of shock by reading and watching the pre-session material
Summary
Flipped classroom (FCR) is one such model It is an active learning pedagogical method in which the students prepare prior to class using different modalities, e.g. reading materials and videos and spend the time in class discussing the content and reinforcing the concepts.[2]. The goal of this ‘flip’ style of teaching is to engage students in interactive exercises to facilitate learning and in-depth understanding of concepts and enhance retention of knowledge.[3] Flipped classroom
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