Fatima Syeda Sadia, Arain Fazal Manzoor, Enam Syed Ather
Syeda Sadia Fatima, MBBS, M.Phil, PhD. Department of Biological and Biomedical Sciences, The Aga Khan University, Karachi, Pakistan.
Fazal Manzoor Arain, MBBS, PhD. Department of Biological and Biomedical Sciences, The Aga Khan University, Karachi, Pakistan.
Pak J Med Sci. 2017 Nov-Dec;33(6):1424-1428. doi: 10.12669/pjms.336.13699.
In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi.
Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey.
Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04).
Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.
在本研究中，我们实施了“翻转课堂”模式，以增强卡拉奇阿迦汗大学修读神经科学模块的医学生的主动学习能力。
98名本科医学生参与了本研究。研究于2017年1月至3月进行。学习材料以视频讲座和阅读材料的形式提供给学生用于非面对面学习，而面对面学习时间则用于案例解决、小组讨论和测验等活动，以便在教师的监督下巩固学习。为确保深入学习，我们在每节课中使用课前和课后测验、工作表和博客文章。通过李克特量表调查记录学生反馈。
84%的学生对翻转课堂的实用性给予了积极反馈，认为其高度互动、发人深省且以活动为主导学习。75%的班级完成了课前准备。学生们报告说，与传统教学环境相比，他们的问题和误解在面对面教学环节中得到了更好的解决（4.09±1.04）。
翻转课堂（FCR）教学法是增强学生参与度和主动学习的有效方式。因此，这种教学法可作为医学院校的有效工具。
