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Research Journal of Medical Sciences

ISSN: Online 1993-6095
ISSN: Print 1815-9346
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To Compare Didactic Lectures and the Flipped Classroom Approach for Better Learning of MBBS First Professional Students: A Comparative Analytical Study

Geetanjali Kumari, Vidushi Singh, Pramita Dubey, Sonia Teotia and Nivriti Singh
Page: 229-233 | Received 10 Aug 2024, Published online: 16 Sep 2024

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https://doi.org/10.36478/10.36478/makrjms.2024.10.229.233

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Abstract

In evolution of New curriculum for medical graduates there is a shift of focus now on prioritizing advanced cognitive skills like application, analysis, synthesis and evaluation, especially when it comes to understanding clinical concepts alongside basic sciences, which necessitates the evolution in teaching methodology as well. Flip Classroom study allows students to interconnect content more easily and correlate the foundational knowledge they have acquired, facilitating a deeper comprehension of clinical concepts. It is a descriptive cross‐sectional study conducted among 1st year MBBS students. A sample of 100 students from regular MBBS course were enrolled in this study. 5‐point Like rt scale ranging from strongly disagree to strongly agree is used to evaluate the student response for questionnaire. Data was Analysed using MS Excel. 56.4% agreed and 28.2% strongly agreed that FC session improved the understanding of the key concept of the topic. 82% in total states that FC approach provides sufficient knowledge of the topic. 43.6% agreed and 33.3% strongly agreed that FC method was more interesting as compared to the traditional method. The flipped classroom model encourages students to take an active role in their learning process. Classroom sessions in the flipped model provide opportunities for peer interaction and collaborative learning. Students engage in discussions, share insights and work together on projects, enhancing teamwork skills essential for medical practice.

How to cite this article:

Geetanjali Kumari, Vidushi Singh, Pramita Dubey, Sonia Teotia and Nivriti Singh. To Compare Didactic Lectures and the Flipped Classroom Approach for Better Learning of MBBS First Professional Students: A Comparative Analytical Study.
DOI: https://doi.org/10.36478/10.36478/makrjms.2024.10.229.233
URL: https://www.makhillpublications.co/view-article/1815-9346/10.36478/makrjms.2024.10.229.233