Jha Shweta, Sethi Ruchira, Kumar Mukesh, Khorwal Gitanjali
Department of Anatomy, Netaji Subhas Medical College and Hospital, Patna, IND.
Department of Anatomy, UNS Autonomous State Medical College, Jaunpur, IND.
Cureus. 2024 Jul 11;16(7):e64378. doi: 10.7759/cureus.64378. eCollection 2024 Jul.
Background The National Medical Commission (NMC), the regulatory body for medical education in India introduced competency-based medical education (CBME) in 2019. It is an outcome-based learner-centric approach. To implement it, active and innovative learning strategies are being introduced. A flipped classroom (FC) is one such teaching method in which learners are provided learning materials before class with active discussion during teaching sessions. This promotes critical thinking, better retention, and future clinical applicability. This study aimed to compare FC and traditional teaching methods for first-phase medical learners for the anatomy curriculum. The objectives of this study were to evaluate the effectiveness of FC viz-a viz traditional lecture method for certain topics of clinical relevance from the anatomy curriculum and assess students' perception of the FC method. Methodology The study was conducted on 96 phase-one medical learners after obtaining approval from the Institutional Ethics Committee. After obtaining informed consent, a simple random sampling method was used to group the students into two groups. For the same topic, one group was taught with the FC method, while the other group was taught using the didactic lecture (DL) method. A crossover was done for another topic. Students were assessed by pre- and post-tests. Students' perceptions' were recorded by a pre-validated questionnaire quantified on a Likert scale. Results The difference in posttest scores for the topics taught between the two groups was found to be statistically significant. Perception regarding various aspects of the FC method was affirmative. Conclusions The results of this study indicated that FC is advantageous for students. It improves learner engagement and performance, and students' perception of the method was positive. Effective execution of this method requires detailed planning, constant motivation, and consistent efforts. Therefore, this method should be used more often for the benefit of students.
背景 印度医学教育监管机构国家医学委员会（NMC）于2019年引入了基于能力的医学教育（CBME）。这是一种以结果为导向、以学习者为中心的方法。为了实施该方法，正在引入积极且创新的学习策略。翻转课堂（FC）就是这样一种教学方法，即学习者在课前获得学习材料，并在教学过程中进行积极讨论。这有助于培养批判性思维、更好地记忆知识以及提升未来的临床应用能力。本研究旨在比较FC和传统教学方法在医学一年级学生解剖学课程中的效果。本研究的目的是评估FC与传统讲授法在解剖学课程中某些具有临床相关性主题上的有效性，并评估学生对FC方法的看法。
方法 本研究在获得机构伦理委员会批准后，对96名医学一年级学生进行。在获得知情同意后，采用简单随机抽样方法将学生分为两组。对于同一主题，一组采用FC方法教学，另一组采用讲授式讲座（DL）方法教学。另一个主题采用交叉教学。通过课前和课后测试对学生进行评估。学生的看法通过一份预先验证的问卷记录，该问卷采用李克特量表进行量化。
结果 发现两组在教学主题的课后成绩差异具有统计学意义。对FC方法各个方面的看法是肯定的。
结论 本研究结果表明FC对学生有利。它提高了学习者的参与度和表现，并且学生对该方法的看法是积极的。有效实施该方法需要详细规划、持续激励和一致努力。因此，为了学生的利益，应更频繁地使用这种方法。
