Effectiveness of Flipped Class Room as A Teaching Tool: A Pilot Study
Roopashree*, Medha A Joshi**, Gopikumar***, JaisriGoturu****.
Abstract Background & Objective: In flipped class, active teaching learning occurs outside while conventional classroom is used for problem solving. We aimed to develop, implement, and evaluate a pilot flipped class to improve competence of undergraduate medical students in physiology. Methods: A guided-inquiry learning activity was developed and conducted to complement recorded, previously viewed didactic lecture. The activity was constructed to focus on critical thinking and application of basic principles of physiology of taste and smell. A combination of independent work and active discussion with the facilitators and guided student response provided student-facilitator interaction. Student learning was evaluated by comparing Test 1 (comprehension and knowledge) and Test 2(clinical application) assessment results. Studentsí perception was obtained using a mixed closed and open ended questionnaire. Results: Thirty-nine out of forty participated in the study, 38/39 (97%) scored above 50% in the test for comprehension and knowledge. 26/39 (66%) of the students scored between 50-75% in the test for clinical application. 7/13 have consistent performance in both test 1 and 2, while the remaining 6 students deteriorated in test 2. Most students gave a positive feed-back regarding inclusion of flipped class Interpretation and Conclusion: The flipped class model included active-learning and formative assessments that provided students spaced and repetitive curricular engagement. The intervention transformed the classroom interactions and contributed to improved student understanding of the topic.[Roopashree NJIRM 2017; 8(4):78-84]
Key words: Flipped class, Test for comprehension and knowledge, test for clinical application, Physiology
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