1Associate Professor, Gujarat Adani Institute of Medical Sciences, Bhuj, Gujarat, India
2Professor and Head, Gujarat Adani Institute of Medical Sciences, Bhuj, Gujarat, India, an.ghosh@gaims.ac.in
3Associate Professor, Pharmacology, Gujarat Adani Institute of Medical Sciences, University-KSKV Kutch University, Bhuj, Gujarat, India
4Associate Professor, Microbiology, Gujarat Adani Institute of Medical Sciences, University-KSKV Kutch University, Bhuj, Gujarat, India, krupali.kothari@gaims.ac.in
*Corresponding author email id: drhitesh19999@gmail.com
Online published on 23 July, 2019.
Flipped classroom method is a novel method for teaching, where teaching is more students centred than teacher centred. Here, students receive initial content well before the session (48–72 hours) then spent class time working with peers in collaborative setting to discuss the topic further.
To implement, evaluate feasibility, acceptance of flipped classroom method as teaching-learning method and comparison of it with traditional teaching-learning method for microbiology in second MBBS students.
Flipped classroom and traditional TL methods were introduced to students in two different topics (A and B) by crossover method. Pre-and post-test was taken. Feedback was taken for flip classroom method from student and faculties.
For Topics A and B, the percentage gain in scores by traditional and flipped classroom method were54%, 54%, 109%, 2%, respectively. For both topics when taught by flipped classroom method, the difference was statistically significant (p< 0.05). Majority of students and faculties said flipped classroom method was more enjoyable, they learnt how to take references and they learnt important clinical facts. Few faculties said the effort required for this is more when compared with traditional method.
By flipped classroom method, significant learning occurred. Flipped classroom method was appreciated and accepted by students and faculties.
Flipped classroom method, Traditional classroom method, Comparison
