Flipped Class - Making That One Hour effective in a Resource Constrained Setting.

Afsheen Zafar

Author(s)

Afsheen Zafar Department of Surgery, Railway Hospital, Islamic International Medical College, Rawalpindi, Pakistan

Abstract

Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. A focused group discussion was then conducted with students who disliked the method and preferred traditional lectures. A sequential mixed methods approach was used for analysis. Seventy-one students participated in the survey, 84.5% students liked this method of teaching. Students identified fruitful interaction, better retention, better conceptualisation, prior knowledge, active learning, individual student attention, and application of knowledge as strengths of the class. Noise, limited time, lack of self-confidence, and presence of uninterested students were identified as problems for engaging in the class.

Publication Details

Page(s) 795-797

DOI DOI not available

Published Journal: Journal of College of Physicians and Surgeons--Pakistan : JCPSP, Volume: 26, Issue: 9, Year: 2016

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Keywords

Flipped classroom. Reverse teaching. Undergraduate medical education

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