Does the Implementation of Flipped Classroom Model Improve the Learning Outcomes of Medical College Students? A Single Centre Analysis

Maria Hasan Baloch; Sana Shahid; Saima Saeed; Areeba Nasir; Sumreena Mansoor

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Does the Implementation of Flipped Classroom Model Improve the Learning Outcomes of Medical College Students? A Single Centre Analysis

Author(s)

Maria Hasan Baloch Department of Biochemistry, Shifa College of Medicine,Islamabad,Pakistan

Sana Shahid Department of Physiology, Shifa College of Medicine, Islamabad, Pakistan

Saima Saeed Department of Biochemistry, Shifa College of Medicine,Islamabad,Pakistan

Areeba Nasir Department of Biochemistry, Shifa College of Medicine,Islamabad,Pakistan

Sumreena Mansoor Department of Biochemistry, Shifa College of Medicine,Islamabad,Pakistan

Abstract

Objective: To assess the perspectives of the rst year and second year MBBS students of College, regarding the e ectiveness of ipped classroom learning as compared to the traditional mode of teaching. Study Design: A descriptive study. Place and Duration of Study: Shifa College of Medicine, Islamabad, Pakistan, from August to September 2021. Methodology: This descriptive study was conducted on all rst and second year MBBS students in College after informed consent. A self-developed questionnaire formulated after a thorough literature search, with 16 questions was given. Quantitative data was collected after ethical approval and was analysed using SPSS version 22.Percentages and mean were calculated for descriptive analysis whereas qualitative data was analysed through thematic analysis Results: Out of the 156 responders, 61% students believed that ipped classroom buttressed a better understanding of study objectives, 24% stated that it didn t make much of a di erence whereas 15% had a negative response in this respect. The majority (90%) reckoned that learning beforehand fostered better discussions and made the whole learning process much easier. Seventy- ve percent believed that it has improved their grades. Although, some students did point out that sometimes meandering through various study sources consumed a lot of their time but overall they held a satisfactory opinion of ipped pedagogy (85%). Conclusion: The students enrolled in the study asserted the usage of ipped classrooms as a likeable and preferable teaching method in medical institutions. Not only it engaged students in active learning and helped them improve their grades but also enabled them to sharpen cognitive and presentation skills, which are the prime objects of undergraduate pedagogy.

Publication Details

Page(s) 1544-1547

DOI DOI not available

Published Journal: Journal of College of Physicians and Surgeons--Pakistan : JCPSP, Volume: 32, Issue: 12, Year: 2022

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Keywords

Medical students, Flipped classroom, medical education, E-learning

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