Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

Abstract

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately