Acceptability and Effectiveness of Flipped Classroom Teaching among phase II MBBS students.
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Date
2024-06
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Indian Society for Health and Advanced Research
Abstract
Introduction: The use of learning technologies, especially multimedia provides good learning facilities for students which are not possible with other media. Flipped classroom is an approach by which activities take place outside the classroom in contrast to the traditional teaching method. It also aims to increase interaction and personalized contact time between students and instructors in the classroom. Electronic learning environments and online courses are used very commonly these days by educational institutions. Blended learning is learning approaches that combine several learning tools such as electronic and web-based courses. The ?ipped classroom is a learning design that plays an important role in blended learning. Methodology: The sample size was 122 MBBS students of Phase 2. Institutional Research Board approval was taken and the study was conducted in the Pathology department of N.C. Medical College and Hospital, Israna. Students and faculty were sensitized. Two competencies were selected from the curriculum and sessions were conducted. Student and faculty questionnaires were distributed and responses were collected back. Analysis was done. The Flipped classroom method was welcomed by most students and the faculty observers. 59% of studentsResults & Observations: strongly agreed and found the ?ipped classroom learning process enjoyable. 53% of students strongly agreed that Flipped Class Room helped in interactive discussions. 56% of students strongly agreed that Flipped Class Room made the topic interesting. The ?ipped classroomConclusion: model in pathology is an effective way to engage students and promote active learning in Pathology.
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Citation
Gupta Isha, Chauhan Sachin, Gupta Kanav, Goel Shikha . Acceptability and Effectiveness of Flipped Classroom Teaching among phase II MBBS students. . International Journal of Scientific Research. 2024 Jun; 13(6): 21-24