Dr Gaurav Agnihotri, Associate Professor, Department of Anatomy, Government Medical College, Amritsar, Punjab, India; E-mail:
Mymensingh Med J. 2023 Jul;32(3):862-869.
Embryology topics are conceptual and difficult to understand. In a flipped class set up, the student participates with basic understanding of topic with intent to engage in interactive discussion. The study intends to analyze the impact of the flipped approach in teaching conceptual embryology topics. As the flipped classroom approach for teaching embryology matures, it may fully replace the traditional model of teaching embryology to Phase-I MBBS students. Two hundred forty seven (247) Phase-I MBBS students (Batch 2021) at Government Medical College, Amritsar, Punjab, India were exposed to the flipped class module. Six lectures of embryology were taken in three months using the flipped classroom approach. At the end of each lecture the students in the flipped classroom were tested by MCQ's. All Phase-I MBBS students and 16 Anatomy faculty was provided a feedback form with items based on a five point likert scale at the end of six lectures. The mean rating was determined for each item in feedback form and a qualitative feedback from faculty was obtained by 'interview'. The study with results compiled, was completed in nine months. More than 80.0% students (likert scale response strongly agree and agree) and the entire anatomy teaching faculty provided a favorable feedback. 43.75% from faculty however gave a neutral response regarding acceptability for both slow and fast learners. This probably felt that slow learners were not intrinsically motivated for the flipped class experiment. The faculty interview yielded valuable comments and suggestions. The student and faculty responses indicate that the flipped class approach stimulates a deeper learning process for conceptual embryology topics. This approach facilitates in becoming a 'self directed adult learner' because the students come prepared for an interactive teaching session. The faculty acceptance of this teaching methodology indicates that the flipped approach provides better learning outcomes in teaching embryology.
胚胎学主题是概念性的，难以理解。在翻转课堂设置中，学生在对主题有基本理解的情况下参与，旨在进行互动讨论。本研究旨在分析翻转方法在教授概念性胚胎学主题方面的影响。随着翻转课堂教学胚胎学方法的成熟，它可能完全取代传统的一期 MBBS 学生胚胎学教学模式。印度旁遮普邦阿姆利则政府医学院的 247 名一期 MBBS 学生（2021 批次）接受了翻转课堂模块。在三个月内，使用翻转课堂方法进行了六次胚胎学讲座。在每一次讲座结束时，翻转课堂的学生都接受了 MCQ 测试。在六次讲座结束时，为所有一期 MBBS 学生和 16 名解剖学教师提供了一份基于五点李克特量表的反馈表。在反馈表中的每个项目中确定了平均值，并通过“访谈”从教师那里获得了定性反馈。在九个月内完成了编译结果的研究。超过 80.0%的学生（李克特量表的强烈同意和同意反应）和整个解剖学教学教师都提供了积极的反馈。然而，43.75%的教师对慢学和快学的可接受性给出了中立的反应。这可能是因为慢学习者对翻转课堂实验没有内在的动力。教师访谈产生了有价值的意见和建议。学生和教师的反应表明，翻转课堂方法激发了对概念性胚胎学主题的更深入的学习过程。这种方法有助于成为“自主成人学习者”，因为学生为互动教学做好了准备。教师对这种教学方法的接受表明，翻转方法在教授胚胎学方面提供了更好的学习成果。
