Impact of Flip classroom on performance of MBBS Phase II Students

Abstract

Majority of Medical Schools are facing issues in providing competency-based education to students. Many students are not able to learn good communication skills and develop critical thinking and reasoning skills which are core of medical education. This needs one urgent attention. The traditional teaching methodologies should be changed with newer innovative approaches, as we have to prepare competent Indian medical Graduate who can serve the health care needs of the society. The flipped classroom is one of the interactive and innovative methods of teaching and it has proven benefit to knowledge gain in various settings and can be used as a method to teach different competencies of curriculum laid by NMC.

The objectives of the study were-

1. To evaluate the effectiveness of the flipped classroom model in community medicine to train undergraduate medical students with a focus on retention on knowledge
2. To generate interest of students in active

Methodology

The study was conducted in Department of Community Medicine of Medical College in North India with intake of 150 students.. MBBS students of phase 2 were divided into 6 batches i.e. from A to F and each batch with 25 students was posted for 4 weeks. Each batch of posting in Community Medicine received flipped classroom model on Universal Immunization Programme elisted in competency number CM10.5

Results

Total of 150 students studying in Phase –II MBBS were enrolled in the study. The mean age of students was 21.12 years with Standard deviation of 2.98. Out of 150 students enrolled, 78 (52%) were male and 72 (48%) were female students. Flipped classroom teaching has aroused the interest of the students in topic of immunization as the attendance of 86.7% students is more than 90%

The flipped classroom model proved to be appreciated by many students. Among the 150 students enrolled for study, 62.6% of students felt that they were more engaged as a learner than passive teaching followed by 60.6% of students who were satisfied with this form of teaching learning method and also felt that they interacted with peers more and it helped them in learning.6.6% of students also felt that they already have too much to study and this has pose additional burden on them and 10% felt that conventional method of teaching is better.

There is marked increase in mean test score of students of each batch after the implementation of Flipped classroom.

Feedback of faculty members from the rank of Assistant Professor who were involved in teaching was taken regarding their experience on Flipped classroom teaching. Majority of the teachers were in the opinion that Flipped classroom teaching makes understanding of the concepts better (71.4%) and provide autonomy to the students (85.7%). Few teachers (28.5%) believed that it gives extra load to the teachers and are not comfortable in teaching via Flipped classroom model.

Conclusion: Flipped Classroom teaching proved an efficient method for active learning. Large scale studies will be needed to actually find the impact of teaching by this new methodology.