IMPACT OF FLIPPED CLASSROOM ON FIRST MBBS STUDENTS IN RENAL PHYSIOLOGY.

Abstract

Introduction: Teaching by “flipped classroom” approach is evolving in medical science where students attempt significant pre-class preparations, while classroom time is utilized to achieve deeper levels of knowledge of the relevant topics.

Aim: To implement flipped classroom teaching method and to comprehend, analyse and evaluate the impact of this method in first MBBS students.

Settings and Design: 100 first MBBS students of Ashwini Rural Medical College, Solapur. It’s a cross-sectional observational study

Methods and Material: Study group comprised of 100 students, who were divided into two groups. Group-1 was exposed to flipped classroom (FCR) teaching method and Group-2 was subjected to traditional classroom teaching by same faculty. Study material like power-point presentations, links for the video lectures and page numbers of standard textbooks of the topics to be taught were shared with students belonging to FCR group. Pre-test was taken from both the groups before beginning of study. Classroom time was utilised for making students achieve deeper knowledge and understanding by self-directed learning methods for FCR group while non-FCR group was taught by didactic lecture sessions. Evaluation was done by post-test. Students belonging to FCR group were asked to give feedback about FCR teaching method.

Statistical analysis: Comparison of scores of pre and post-test was done between both the groups by using t-test. (p-value < 0.05-significant).

Results: The average score comparison of pre-test between group-1 and group-2 was not significant which depicts no intellectual difference between both groups whereas average score comparison of post-test between group-1 and group-2 was highly significant. The average marks scored in post-test were highly significant than the marks so scored in pre-test for group-1, whereas in group-2, the average marks scored in post-test were only significant than the marks scored in pre-test.

Students strongly agreed that they were able to understand the topic effectively and FCR was an interesting experience for learning.

Conclusions: The present study resulted in improved student’s performance in FCR group hence it gives us an insight that FCR would be a potential and greater educational tool for facilitators to help students reach deeper understanding of topics along with relevant exposure to different ways of pedagogy.

Keywords: Flipped Class room, Pedagogy, Active learning, Renal Physiology