Patnaik Sibabratta, Behera Manas Ranjan, Patnaik Lipilekha
Pediatrics, Kalinga Institute of Medical Sciences, Bhubaneswar, IND.
Community Medicine, Institute of Medical Sciences & SUM Hospital, Bhubaneswar, IND.
Cureus. 2025 Jun 18;17(6):e86312. doi: 10.7759/cureus.86312. eCollection 2025 Jun.
The flipped classroom (FC) model has gained increasing recognition as an innovative teaching strategy in medical education, addressing the limitations of passive learning in traditional methods. It takes learning outside the classroom and allows students to preview new material, while leaving classroom time for content-related discussions and joint tasks. However, limited studies have evaluated its impact in Eastern India, particularly in pediatric teaching. The study was conducted to evaluate the effectiveness of the FC model versus the traditional method of teaching in improving knowledge retention and engagement among undergraduate medical students studying pediatric respiratory illnesses.
A prospective quasi-experimental study was conducted over six months (November 2021 to April 2022) among 130 eighth-semester medical students at Kalinga Institute of Medical Sciences (KIMS), Bhubaneswar. Participants were divided into two groups: one receiving traditional lectures and the other exposed to FC sessions covering pediatric respiratory competencies. Pre- and post-test scores were compared using SPSS (IBM Corp., Armonk, NY) with a significance threshold of P < 0.05. The scores were compared, and their perception toward the teaching tool was assessed by a questionnaire-based survey.
A total of 130 students, 67 in the control group and 63 in the intervention group, were analyzed for their knowledge score at baseline by a pretested questionnaire. The mean score of knowledge among the control and intervention groups was not different at baseline (P = 0.519). Students in the FC group demonstrated a significantly greater improvement in knowledge scores (mean increase: 2.0 points) compared to the traditional group (mean increase: 0.925 points; P < 0.01). Additionally, 77.8% of participants reported increased engagement in the flipped sessions.
The greater mean scores after the teaching sessions represent the improved perception of the FC teaching-learning approach for repeatability and better memory retention. The FC method was found to be more effective than the traditional method of teaching. The students' feedback was positive toward the FC method. With careful preparation and faculty training, it can address the issue of medical students' lack of competency in pediatrics.
翻转课堂（FC）模式作为医学教育中的一种创新教学策略，越来越受到认可，它解决了传统教学中被动学习的局限性。它将学习延伸到课堂之外，让学生预习新材料，同时将课堂时间用于与内容相关的讨论和联合任务。然而，在印度东部，尤其是儿科教学中，评估其影响的研究有限。本研究旨在评估FC模式与传统教学方法相比，在提高学习儿科呼吸道疾病的本科医学生的知识保留率和参与度方面的有效性。
在布巴内斯瓦尔的卡林加医学科学研究所（KIMS）对130名八年级医学生进行了为期六个月（2021年11月至2022年4月）的前瞻性准实验研究。参与者分为两组：一组接受传统讲座，另一组参加涵盖儿科呼吸能力的FC课程。使用SPSS（IBM公司，纽约州阿蒙克）比较前后测分数，显著性阈值为P < 0.05。比较分数，并通过问卷调查评估他们对教学工具的看法。
通过预先测试的问卷对总共130名学生进行了分析，其中对照组67名，干预组63名，分析他们在基线时的知识得分。对照组和干预组在基线时的知识平均得分没有差异（P = 0.519）。与传统组（平均增加：0.925分；P < 0.01）相比，FC组学生的知识得分有显著更大的提高（平均增加：2.0分）。此外，77.8%的参与者报告在翻转课程中的参与度有所提高。
教学课程后的平均得分更高，表明对FC教学方法的可重复性和更好的记忆保留有更高的认可度。发现FC方法比传统教学方法更有效。学生对FC方法的反馈是积极的。通过精心准备和教师培训，它可以解决医学生儿科能力不足的问题。
