Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills

Nichat, Adwait; Gajbe, Ujwal; Bankar, Nandkishor J; Singh, Brij Raj; Badge, Ankit K

doi:10.7759/cureus.48199

Cited by 7 publications

(1 citation statement)

References 53 publications

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“…In the FC method, the role of the teacher as a facilitator and mentor can provide instant feedback to every student that gives them an insight into their strengths and weaknesses and helps them to determine the gaps in their knowledge. This encourages students to experience reflection, relearning, and improve critical thinking skills after the FC sessions [26]. The FC method helps students reduce the time invested in preparation for the end-of-course examinations and relieve stress and burnout [27].…”

Section: Figure 2: Comparison Between a Traditional Classroom And A F...mentioning

confidence: 99%

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital

Shireesha,

Raghu Srinivas,

Nalli

et al. 2024

Cureus

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Traditional classroom teaching involves a process where knowledge is disseminated to students by the teachers through a one-way process. Such a learning environment makes students passive and muted, which can be improved by alternative teaching and learning (TL) methods like the flipped classroom (FC) technique. The FC approach involves a student-inclusive TL process. FC is a student-centered approach that benefits teachers and students by emphasizing the key information during the learning process. The present study aimed to understand the efficacy of the FC TL method and evaluate students' perception of FC among underachieving first-year medical students in learning physiology. MethodsThis prospective, descriptive, and cross-sectional study was conducted on 100 underachieving first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in the Department of Physiology at a tertiary care teaching hospital. All the participants were taught cardiovascular physiology through the FC method. The study subjects were asked to take a pretest including multiple choice questions a week before the study. The study period was four weeks, following which the students were asked to take a post-test. A questionnaire was used to understand the student's perception of FC. The responses to the questionnaire were graded based on the Likert scale. ResultsThe mean scores of the post-test (19.40±4.22) were significantly (p< 0.05) greater than those of the pre-test (12.43±4.26). Regarding the perception of FC, 68% (68/100) of students agreed that the objectives, methodology, and outcomes were well-defined. Around 39% (39/100) of students strongly agreed that the study material was adequate, relevant, and easy to learn. Nearly 58% (58/100) of the students agreed that the competencies are dealt with completely in every session. Roughly 16% (16/100) of students agreed that the classroom time is sufficiently utilized for peer-based learning. Many (61%, 61/100) students agreed that sufficient time was given for learning. About 34% (34/100) of the students strongly agreed that the assessment tools were relevant. About 56% (56/100) of students agreed and 21% (21/100) strongly agreed that the FC method helped them to improve their understanding of the subject. More than half (54%, 54/100) of the students agreed and 18% (18/100) strongly agreed that the FC promoted self-directed learning. Most students (71%, 71/100) believed FC to be an interesting and satisfactory learning experience. ConclusionsThe results indicate that most students believed FC was an effective and innovative TL technique. The FC method could help underachievers improve their cognitive skills and analytical thinking and enhance exam performance.

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Section: Figure 2: Comparison Between a Traditional Classroom And A F...mentioning

confidence: 99%

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital

Shireesha,

Raghu Srinivas,

Nalli

et al. 2024

Cureus

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Neuroanatomy teaching in the flipped classroom: Attitudes and effect on medical students' performance

Hanafy,

Arafa,

Jumaa

et al. 2024

Clinical Anatomy

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BackgroundNeuroanatomy is essential to clinical neurosciences and is one of the most difficult components of the anatomy curriculum. Flipped classrooms are one of the pedagogical approaches that have been found to enhance students' abilities and encourage in‐depth learning. The current study aims to assess the attitudes and effects of flipped classrooms on neuroanatomy teaching among medical students compared to traditional classrooms.MethodsA quasi‐experimental study was carried out during the period January through June 2023. The effectiveness of teaching neuroanatomy in flipped classrooms versus traditional classrooms was assessed using formative assessment and a pre‐designed structured questionnaire. The questionnaire was composed of four sections assessing different domains on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).ResultsThe total sample reached 214 students. Most students' attitude statements covering skills, knowledge and learning process, and length of time were significantly in favor of flipped teaching at the expense of traditional teaching. Then mean examination grades were significantly higher for pre‐test flipped and post‐test flipped in comparison to pre‐test and post‐test traditional examination.ConclusionsAlthough the flipped classroom is an effective method of learning neuroanatomy as compared to traditional classes, it faces some challenges in its implementation. Such challenges need awareness and solutions from educational institutions.

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Using a flipped classroom in a veterinary systems physiology course increases student performance on basic knowledge and clinical applicability questions

Basel

2024

Advances in Physiology Education

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Flipped classrooms are being utilized more frequently in biomedical education in order to provide more active learning opportunities to students although there are mixed results on the benefits of the flipped classroom in biomedical education. In this study, the effects of using a flipped classroom with case-based learning in the endocrine section of a first-year veterinary integrated histology and physiology course was investigated. Results demonstrated that the flipped classroom improved performance on the endocrine section exam by 15.9% (Cohen's d = 1.08, p<0.001) with improvements on both clinically-applicable and basic-knowledge questions. Student satisfaction with the flipped-classroom was also investigated. Students reported high satisfaction with the in-class case-based learning opportunities but lower satisfaction with the asynchronous content delivery and the time required outside of class. Student perceptions of the flipped classroom were measured again after being exposed to the results of the flipped classroom on student learning. After seeing the results, students were significantly more likely to value the time spent in the flipped classroom and to desire more opportunities for flipped classrooms in the future.

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Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills

Cited by 7 publications

References 53 publications

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital

Effectiveness of the Flipped Classroom Teaching and Learning Method Among Underachievers in Physiology: Experience From a Tertiary Care Teaching Hospital

Neuroanatomy teaching in the flipped classroom: Attitudes and effect on medical students' performance

Using a flipped classroom in a veterinary systems physiology course increases student performance on basic knowledge and clinical applicability questions

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