Bhavsar Milav H, Javia Hardik N, Mehta Sanjay J
Biochemistry, C.U. Shah Medical College, Surendranagar, IND.
Biochemistry, C. U. Shah Medical College, Surendranagar, IND.
Cureus. 2022 Mar 30;14(3):e23657. doi: 10.7759/cureus.23657. eCollection 2022 Mar.
Background The effective and efficient delivery of healthcare services that the National Medical Commission (NMC), India desires from Indian Medical Graduate (IMG) can only be fulfilled if the learner's participation is extensive. Flipped classroom (FC) may promote enhanced as well as meaningful learning and critical thinking in students. By implementing this method trend can be changed from a teacher-centered approach to a student-centered approach, thus teaching-learning becomes more effective and interesting. It promotes learning and thinking helping the students in diagnosis and formulating appropriate management of patients during the clinical years of medical teaching of MBBS (Bachelor of Medicine and Bachelor of Surgery) and thereafter. Aim To compare FC and traditional didactic classroom (TDC) teaching for first-year MBBS students. Objectives -To evaluate FC method teaching for first-year MBBS students. -To compare effectiveness of FC and TDC teaching for first-year MBBS students. -To evaluate perception of students toward FC teaching method. Methodology The study was conducted after getting approval from the Institutional Ethics Committee. Total of 100 students volunteered to participate in the study after providing informed consent. Two groups based on pseudo randomization were created and subjected to the FC method and TDC method in module A and crossover of groups was done in module B. Both groups were subjected to post-test after intervention in modules. Feedback was obtained from students on their perception toward the FC method. Results There was a statistically significant difference (p<0.05) in post-test scores of both FC groups in both modules (FC Method: 14.77 ± 2.16 and 11.26 ± 1.76 vs TDC Method: 12.16 ± 2.05 and 10.03 ± 2.57). Overall positive feedback was received for FC method of teaching compared to TDC method. Conclusions Considering responses and results of the assessment, it can be concluded that the FC approach is beneficial for students. It enhances the learning of students. Perception of students toward medical teaching can be greatly improved. It helps students achieve better results in their learning. With larger sample size studies, this result of FC method being a better learning tool will gather more strength.
背景 印度国家医学委员会（NMC）期望印度医学毕业生（IMG）能够有效且高效地提供医疗服务，而只有学习者广泛参与才能实现这一目标。翻转课堂（FC）可以促进学生增强有意义的学习和批判性思维。通过实施这种方法，教学趋势可以从以教师为中心的方法转变为以学生为中心的方法，从而使教学变得更加有效和有趣。它促进学习和思考，有助于学生在医学学士和外科学士（MBBS）医学教学的临床阶段以及之后对患者进行诊断和制定适当的治疗方案。目的 比较FC和传统讲授式课堂（TDC）对MBBS一年级学生的教学效果。目标 - 评估FC方法对MBBS一年级学生的教学效果。 - 比较FC和TDC教学对MBBS一年级学生的有效性。 - 评估学生对FC教学方法的看法。方法 本研究在获得机构伦理委员会批准后进行。共有100名学生在提供知情同意后自愿参与研究。基于伪随机化创建了两组，并在模块A中分别采用FC方法和TDC方法，在模块B中进行了组间交叉。两组在模块干预后均进行了后测。从学生那里获得了他们对FC方法看法的反馈。结果 两个模块中FC组的后测成绩均有统计学显著差异（p<0.05）（FC方法：14.77±2.16和11.26±1.76，而TDC方法：1
