Research Journal of Medical Sciences
ISSN: Online 1993-6095ISSN: Print 1815-9346
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Effectiveness and Perception of Flipped Classroom over Didactic Lectures in Teaching Embryology among First Year Medical Students: A Comparative Study
S.A. Premchand, S. Kantharaj Naik and Santosh Bhosale
Page: 343-346 | Received 05 Aug 2024, Published online: 21 Sep 2024
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Abstract
Traditional way of teaching involves commonly used instructional methods through didactic lectures for curriculum delivery which has a limited scope of interactions. Flipped classroom constitutes a novel instructional approach designed to encourage student involvement and enhance self‐directed learning. Hence, a study was conducted to compare the effectiveness of the flipped classroom approach over traditional didactic lectures and to assess the perception of students regarding flipped classrooms. 120 students were randomly divided into two batches A and B of 60 students each. Topic one was taught by the flipped classroom method for batch A and by a didactic lecture for batch B. Topic two was taught by the flipped classroom method for batch B and by a didactic lecture for batch A. Multiple choice‐based pre‐test and post‐test were done for all the batches at the end of each session to assess academic scores. Perception of students regarding the conduct of flipped classroom approach was taken by a validated structured questionnaire on a Like rt scale. Mean values of academic scores of tests conducted were statistically significant with flipped classroom compared to didactic lectures with p value<0.001. Analysis of students’ perceptions revealed that flipped classroom had advantages over didactic lectures in terms of better opportunities, interaction and involvement by students. Flipped classroom is an effective way to engage students in their learning and can be incorporated in medical college with proper planning and implementation.
How to cite this article:
S.A. Premchand, S. Kantharaj Naik and Santosh Bhosale. Effectiveness and Perception of Flipped Classroom over Didactic Lectures in Teaching Embryology among First Year Medical Students: A Comparative Study.
DOI: https://doi.org/10.36478/10.36478/makrjms.2024.10.343.346
URL: https://www.makhillpublications.co/view-article/1815-9346/10.36478/makrjms.2024.10.343.346