Abstract
Objectives: Over time medical para-clinical subject teachers have felt that undergraduate students have difficulty in understanding immunological concepts of infections. The objectives of the study were to compare the effectiveness of traditional method of teaching with the flipped classroom teaching (FCT) model in Immunology and to assess the perception of students towards the flipped classroom teaching (FCT) model using semi-structured feedback. Methodology: In the study, the flipped classroom model was employed. This is a single centre study involving 100 students of second year MBBS where the students were required to learn and understand the supplied material before coming to the class. During the class, clinically applied aspects of Immunology topic including higher levels were discussed. Ten sessions were done on FCT. Pre class and post class student’s knowledge of concept was assessed using MCQs on the given session. Also a theory test was conducted on the same topic at the end of completion of the Immunology topic and comparison was done with a topic in which teaching was done based on didactic lectures only. Feedback was taken from the students in the peer validated questionnaire provided having open ended question also. Similar feedback was taken from participating teachers. Results: The MCQ marks were categorized in three groups; students scoring 8 out of 10. In the post class assessment significantly higher proportion of students secured score between 9 -10 (P 0.10). Regarding feedback from the students; a positive attitude was seen for incorporating the flipped class teaching as assessment method showing a significant value (p=0.005). In terms of duration for the flipped class study, students disagreed that FCT takes longer time than routine lecture. Feedback from the teachers showed that this is a good method of teaching regards to some difficult topics but some preparation is required beforehand. Conclusions: There was a positive feedback by the students towards flipped classroom teaching method as understanding of the topics covered was much more. According to the assessment, Flipped teaching approach offered no additional benefits as compared to non- flipped traditional method.
Highlights
The flipped or inverted classroom has been in existence for many years, this modality is relatively new to undergraduate medical education.The first documented use of the Flipped Classroom teaching (FCT) in teaching medical students was only recently published (Prober, 2012)
In terms of duration for the flipped class study, students disagreed that flipped classroom teaching (FCT) takes longer time than routine lecture
There was a positive feedback by the students towards flipped classroom teaching method as understanding of the topics covered was much more
Summary
The flipped or inverted classroom has been in existence for many years, this modality is relatively new to undergraduate medical education. The first documented use of the Flipped Classroom teaching (FCT) in teaching medical students was only recently published (Prober, 2012). In terms of Bloom’s revised taxonomy, the traditional lecture promotes lower level cognitive skills (gain and comprehension of factual knowledge), whereas the FCT offers the opportunity for the students to engage in higher order cognition (application, analysis, evaluation, and synthesis of knowledge) (Brame, 2013).
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