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Year :2024
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Month :
November-December
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Volume :
13
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Issue :
6
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Page :
AO01 - AO05
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Evaluating the Effectiveness of the Flipped Classroom Model in Anatomy Education: A Quasi-experimental Study
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Correspondence Address :
Rashmi Jaiswal, Ashutosh Mangalgiri, Sumit T Patil,
Rashmi Jaiswal,
185, Rachna Nagar, Bhopal-462023, Madhya Pradesh, India.
E-mail: rashmijwal@yahoo.com
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Introduction: Introduction: The Flipped Classroom (FC) is a collaboration between students and faculty members in which different strategies are adopted to enhance the teaching-learning process. In this model, students are required to prepare prior to the scheduled class using handouts, outlines and notes provided by the instructor, which helps increase their productivity during the lecture. Every approach should be tested and applied based on personal experience and knowledge. Therefore, this teaching method, commonly known as the inverted classroom, can be considered one of the best resources for student engagements and can help create an ideal, interactive classroom environment.
Aim: To evaluate the effectiveness of the FC approach compared to traditional lectures and to assess perceptions of the FC method in learning anatomy.
Materials and Methods: A quasi-experimental study was conducted with Bachelor of Medicine and Bachelor of Surgery (MBBS) Phase I students at the Department of Anatomy, Chirayu Medical College and Hospital, Bhopal, Madhya Pradesh, India, from July 2023 to December 2023. A total of 150 students were divided into two groups: Group-A (odd roll numbers) attended traditional lectures on the thyroid gland, while Group-B (even roll numbers) participated in a FC approach. Pretests and post-tests, consisting of multiple-choice questions, were administered to both groups. Students’ perceptions were assessed using a prevalidated questionnaire based on a five-point Likert scale for both methodologies. Student’s t-test was employed to compare the pretest and post-test results, with p <0.05 considered statistically significant.
Results: The mean age of students in Group-A was 20±1.67 years, while the mean age of students in Group-B was 20±1.42 years. Significant improvements in knowledge scores were observed in both Group-A (p=0.005) and Group-B (p<0.001) following the lecture. However, the increase in post test scores was significantly higher in Group-B compared to Group-A (p=0.0013). A total of 100% of the students in Group-B preferred the FC format over the traditional lecture. Additionally, all students in Group-B agreed that more topics should be covered using the FC approach, as it increased their confidence in performing and would improve their assessment outcomes.
Conclusion: The FC method has proven to be an effective teaching and learning approach in anatomy. The majority of students felt that the FC technique improved their problem-solving skills and this approach has been beneficial in all aspects.
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