Introduction of Flipped Class Room Teaching Method for Undergraduate Students of Surgery in Assam Medical College - A Prospective Study

2021 ◽  
Vol 8 (33) ◽  
pp. 3060-3065
Author(s):  
Rocket Chandra Brahma ◽  
Syed Yasin Shahtaz Emanee
Keyword(s):  
Medical Education ◽  
Teacher Perceptions ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Mode Of Delivery ◽  
Student Centered ◽  
Medical Undergraduates ◽  
Class Room ◽  
A Prospective Study

BACKGROUND Higher education including medical education has been shifting towards more active and learner centric strategies. The flipped classroom (FCR) is basically student centered where as traditional teaching is teacher centered. Educationists and researchers have been debating about the pros of flipped classroom for over a decade and it is believed that flipping the classroom helps in inculcating the habit of self learning among the learners, leading to refinement of their analysis and synthesis skills. There are very limited data available regarding FCR teaching method especially surgery subject. Hence, this study was planned to introduce flipped class room among medical undergraduates in surgery. METHODS A prospective and observational study of 110 student selected out of 115 was carried out. Topics were selected from common surgical topics – cholelithiasis (2 classes) and appendicitis (1 class). Pre class activities were intimated digitally. In class and post class activities, student and teacher perceptions were measured and evaluated using standard statistical techniques. RESULTS 58 : 52 (Male : Female) students were included. Among them, 70 agreed & 10 strongly agreed that proper and clear instructions were provided, pre-class reading materials and similarly 80 agreed & 16 strongly agreed that adequate reading material was provided. 60 agreed that it was useful method in understanding and 10 strongly agreed that they learnt better but 36 felt neutral. Regarding faculty perception on if they would prefer flipped classroom over other teaching method: 12 agreed, 4 strongly agreed and 4 were neutral. Students suggested less text, more videos, and the use of FCR for selected topics. CONCLUSIONS Flipped classroom is an innovative method for medical education and should be incorporated in the curriculum. More studies, newer performance indicators and methods of implementation are needed to fine tune its technique and mode of delivery. KEYWORDS Flipped Classroom, Medical Education

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals THE EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON SELF-DIRECTED LEARNING AMONG UNDERGRADUATE MATHEMATICS STUDENTS

2020 ◽  
Vol 2 ◽  
pp. 61-81
Author(s):  
Mohd Azrin Mohd Nasir ◽  
Ros Idayuwati Alaudin ◽  
Suzila Ismail ◽  
NorA’tikah Mat Ali ◽  
Farah Nadia Mohd Faudzi ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Final Exam ◽  
Mathematical Problems ◽  
Directed Learning ◽  
Assessment Performance ◽  
Post Assessment

The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the postassessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

scholarly journals The construction and practice of computer network course driven by innovative thinking

2020 ◽  
Vol 309 ◽  
pp. 05017
Author(s):  
Shan Zhou ◽  
Longxin Lin ◽  
Yan Shu ◽  
Nian Xiong
Keyword(s):  
Flipped Classroom ◽  
Computer Network ◽  
Teaching Method ◽  
Engineering Application ◽  
Core Knowledge ◽  
Student Centered ◽  
Teaching Reform ◽  
Innovation Ability ◽  
Innovative Thinking ◽  
Specific Teaching

In view of the problems existing in the current teaching of computer network technology and application course, this paper introduces the educational concept driven by innovative thinking into the teaching of the course, and puts forward specific teaching reform measures: the teaching method which adopts the engineering application of innovative thinking as the guidance and focuses the problems on the core knowledge points, combining MOOC, SPOC and flipped classroom teaching philosophy, it is student-centered and arouses students’ interest in learning. Practice has proved that the teaching reform has obvious practical effects: students can quickly grasp the basic theory of computer network with more goals, and meanwhile, their practical ability, teamwork ability and innovation ability can be better trained and improved, which is conducive to the cultivation of high-quality innovative talents.

scholarly journals Makecourse-Art: Design and Practice of a Flipped Engineering Makerspace

2018 ◽  
Vol 9 (1) ◽  
pp. 98-113
Author(s):  
Sanghoon Park ◽  
Howard Kaplan ◽  
Rudy Schlaf ◽  
Eric Tridas
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
South Florida ◽  
Learning Theories ◽  
Team Approach ◽  
Engineering Project ◽  
Student Centered ◽  
Student Centered Learning ◽  
Design Skills ◽  
Design And Practice

The Makecourse-Art is a makerspace designed to promote undergraduate students’ aesthetic design skills as well as functional design skills using an interdisciplinary team approach at the University of South Florida. To overcome the unique challenges of the Makecourse (earlier version) and to maximize students’ design efforts working on an engineering project in the classroom, the Makecourse-Art incorporated a flipped classroom model utilizing two instructional methods with corresponding activities. First, the explicit form of instruction is delivered through asynchronous video lectures/tutorials, including topics such as Arduino programming, CAD modeling with the Autodesk Maya, Mudbox, and coding skills. Second, interactive team-based classroom activities are offered to students based on student-centered learning theories such as peer-assisted collaborative learning and problem-based learning. In this paper, we present the design case of the Makecourse-Art with detailed descriptions of the components, and explain the key design decisions, obstacles during the design process, and how the challenges were resolved. In addition, we provide step-by-step examples of students’ engineering design experiences with visual images.

scholarly journals ROLE OF FLIPPED CLASSROOM METHOD IN SHORT AND LONG TERM RETENTION IN ANATOMY

2020 ◽  
Author(s):  
Payal Kasat ◽  
Vishwajit Deshmukh ◽  
Gayatri Muthiyan ◽  
Gugapriya T.S. ◽  
Aaditya Tarnekar ◽  
...  
Keyword(s):  
Medical Education ◽  
Flipped Classroom ◽  
Early Stage ◽  
Student Centered ◽  
Assessment Scores ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
Teaching Learning

Introduction: Medical education is changing towards more flexible, effective, active and student-centered teaching strategies that reduces the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom method in medical education is at its early stage and little is known about its effect on students learning in relation to short and long-term retention of the topics. Aims: The present paper aims to study the comparative effect of traditional and flipped classroom method on short-term and long-term memories of first MBBS students in Anatomy with the aid of technology to promote learning. Materials and methods: 50 first year MBBS students were subjected to traditional and flipped classroom module separately. Immediate assessments were done at the completion of the module. Followed by a gap of 2 months, the students were again assessed on the content taught in the module as a part of formative assessment. The data so obtained was compared and analyzed statistically. Result: The assessment scores showed differences between the two methods of teaching in short as well as long term. The flipped classroom method was observed to have significant long-term retention which was evident by assessment scores. Conclusion: The study concludes that flipped classroom method serves as an advantageous tool and motivating factor for effective learning, understanding and retention of conceptual and factual anatomical content. Keywords: Traditional classroom, flipped classroom, teaching learning method

scholarly journals Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
A. Firli ◽  
R. Rismayani ◽  
P.M.T. Sitorus ◽  
B. Manuel
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Financial Management ◽  
Teaching Method ◽  
Peer Teaching ◽  
Learning Performance ◽  
Final Exam ◽  
Student Centered ◽  
Student Centered Learning

This study examined the application of problem solving method combined with student centered learning (peer teaching) method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching) method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

scholarly journals Integrated teaching in medical education: undergraduate student’s perception

2019 ◽  
Vol 7 (7) ◽  
pp. 2813
Author(s):  
Divyasree Neeli ◽  
Uma Prasad ◽  
Bhagyalakshmi Atla ◽  
Saraswati Sarat Srinivas Kukkala ◽  
Venkata Bala Saikumar Konuku ◽  
...  
Keyword(s):  
Medical Education ◽  
Nephrotic Syndrome ◽  
Medical Students ◽  
Undergraduate Students ◽  
Teaching Method ◽  
General Medicine ◽  
Good Knowledge ◽  
Undergraduate Medical Students ◽  
Case Discussion ◽  
Knowledge And Skills

Background: Integrated teaching is an effective teaching method for the undergraduate medical students to achieve good knowledge and skills. The aim of this study was to evaluate the effectiveness of vertical integrated teaching.Method: Vertical integrated teaching was conducted on the topic “Nephrotic syndrome” for 2nd MBBS (5th semester) students. Departments which participated in the session were from Physiology, Biochemistry, Pathology and General Medicine. Faculty from each department was allotted 20 minutes for their topic. After completion of all the topics students were given feedback forms. The opinions were tabulated and analysed.Results: Most of the students opined that integrated teaching is useful in gaining knowledge (Understanding, concept clarity and better performance in exams) (79.7%) as well as skill-based learning (Workshops, laboratory, clinical exercises and case discussion) (84.4%).Conclusion: The study showed that undergraduate students agreed that integrated teaching is useful for them in gaining knowledge as well as skill.

scholarly journals The Effect of Live Demonstration and Flipped Classroom with Continuous Formative Assessment on Dental Students’ Orthodontic Wire-bending Performance

2021 ◽  
Author(s):  
Saritha Sivarajan ◽  
Eunice Xinwei Soh ◽  
Nor Nadia Zakaria ◽  
Yasmin Kamarudin ◽  
May Nak Lau ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Dental Students ◽  
Orthodontic Appliances ◽  
Personalised Learning ◽  
Orthodontic Wire ◽  
Live Demonstration

Abstract Background: In some dental schools, undergraduate students are taught wire-bending to train their manual dexterity. Traditionally, live demonstration (LD) was used as the sole teaching method until recently, either live video demonstration or flipped classroom (FC) teaching are being employed. Continuous formative assessment can be used as a systematic approach for personalised learning. This allows monitoring of the students’ progress and enhances learning by enabling students to identify their strengths and weaknesses. This study aims to evaluate the effects of live demonstration and flipped classroom teaching methods, supplemented with continuous formative assessment on dental students’ performances in bending six types of wire components for removable orthodontic appliances. By knowing the effectiveness of the teaching methods, appropriate method can be implemented in view of the current Covid-19 pandemic. Methods: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohorts. They attended six teaching sessions, for six types of wire components each, with either LD or FC teaching methods. Submission of wire assignments was required after each session, for blinded wire-bending assessment, which were distributed to the students, lecturers, and technicians before the next session, as part of their formative assessment. Students also completed a self-reported questionnaire after the first session (T0) and at the end of all six sessions (T1). Results: The mean wire-bending scores for FC was significantly (p < 0.05) higher than LD for two of the six assignments, namely the Adams clasp and Z-spring. In LD and FC, formative assessment was found to have contributed a significant increase in scores over time. No statistically significant correlation was found between the wire-bending scores and utilisation of videos. T0 and T1 questionnaires showed that students were satisfied with both teaching methods. Conclusions: Both LD and FC are equally effective in transferring practical skills of orthodontic wire-bending and well-received by students. Continuous formative assessment enhanced students’ learning of orthodontic wire-bending skills.

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