Comparison of structured interactive lecture (SIL) and flipped classroom method (FCM) in learning ophthalmology topics among undergraduate medical students

Structured interactive lectures (SIL) and Flipped classroom methods (FCM) are newer teaching learning methods which utilise pedagogical way of teaching. This study intends to compare efficacy of both methods in the understanding of ophthalmology topics among undergraduate novice. To compare the effectiveness in learning, conduct of classes and perception of students regarding both methods.: Quasi experimental study. Duration – 6 months. Population- 6 sem students, sample size – 45 in each group. Three topics selected (of varying complexities) and taught by SIL and FCM method. Pretest and posttest were conducted to assess the knowledge acquired. Feedback regarding the conduct of both sessions were taken in Likert’s scale. Perception comparing both techniques were also evaluated. Difference between pretest scores were not significant. Difference between pretest and posttest scores were significant. SIL is better than FCM for undergraduate students posted for the first time in ophthalmology department. The students were enthusiastic with both methods. FCM was prefered by the students for motivation, subject retention, topic simplification and subject interest. The students narratives are discussed. Structured interactive lectures are better for improving knowledge. Flipped classrooms kept students active. A hybrid method maybe more effective. Long term followup is needed to evaluate recall and performance in exams.

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integrated with other learning methods and utilize various technologies to increase their effectiveness in developing students’ critical thinking skills.

Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review

Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted. Results: A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom. Conclusion: Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.

A switch from flipped classrooms to emergency remote online teaching (EROT): misconceptions, instructors and preservice teachers perceptions

PurposeThis study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching.Design/methodology/approachThe study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study.FindingsThe present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans.Originality/valueEmergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.

Research on the Implementation of Flipped Classroom in the World Economy Course

In the context by which the World Economy course is restricted by the traditional teaching model, the flipped classroom model can solve the issues in the teaching process. The flipped classroom can systematically strengthen teacher-student interaction during and after classes, optimize students’ learning habits, improve students’ learning effect, and effectively provide timely feedback on the teaching effect. Therefore, the World Economy course should implement flipped classrooms and put forward corresponding safeguard measures, including actively changing the role of teachers, effectively guiding students to participate in flipped classrooms, equipped with sufficient and high-quality software and hardware equipment, as well as promoting the scientific evaluation of flipped classroom teaching effect.

Deploying Blended Learning in the New Normal Pedagogy

While the world is experiencing a severe global crisis for the Covid-19 pandemic, the academic education sectors of several developing countries face formidable challenges, including Bangladesh. The current study aimed at finding out the barriers and possibilities for blended learning in the new normal situation in the education sector of Bangladesh. The researcher followed a descriptive approach with reviews of related literature and conducted Focus Group Discussions (FGD) with twenty-one university teachers to collect data and develop the study. The study found some challenges for blended education, e.g., poverty, lack of familial and institutional support, inadequate internet facilities, untrained teachers for using technological gadgets, electricity issues in rural and coastal areas. Still, the study found prospects to deploy blended learning and flipped classrooms in the post-pandemic period because of the countenance of 71.43% of participants. Finally, the study recommended some possible strategies in the new normal life for a more balanced educational system, particularly at the tertiary level.