A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students

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dc.contributor.authorAggarwal, Kavitaen_US
dc.contributor.authorThakur, Bhaskaren_US
dc.contributor.authorAgrawal, Maheshen_US
dc.contributor.authorJhajharia, Sumiten_US
dc.contributor.authorMadaan, Himanshuen_US
dc.contributor.authorMahapatra, Sri Krushnaen_US
dc.date.accessioned2020-11-18T09:59:38Z
dc.date.available2020-11-18T09:59:38Z
dc.date.issued2019-10
dc.description.abstractIntroduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.en_US
dc.identifier.affiliationsDepartment of Biochemistry, Kalinga Institute of Medical Sciences, KIIT University, Bhubaneswar, Odisha, Indiaen_US
dc.identifier.affiliationsDepartment of Biostatistics, Dana Farber Cancer Institute, Harvard Medical School, Harvard University Boston, Massachusetts, USAen_US
dc.identifier.affiliationsDepartment of Anaesthesiology, Utkal Institute of Medical Sciences, Bhubaneswar, Odisha, Indiaen_US
dc.identifier.affiliationsDepartment of Biochemistry and MEU co-ordinator, Kalpana Chawla Govt. Medical College & Hospital Karnal, Haryana, Indiaen_US
dc.identifier.citationAggarwal Kavita, Thakur Bhaskar, Agrawal Mahesh, Jhajharia Sumit, Madaan Himanshu, Mahapatra Sri Krushna. A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students. International Journal of Research in Medical Sciences. 2019 Oct; 7(10): 3654-3659en_US
dc.identifier.issn2320-6071
dc.identifier.issn2320-6012
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/211763
dc.languageenen_US
dc.publisherMedip Academyen_US
dc.relation.issuenumber10en_US
dc.relation.volume7en_US
dc.source.urihttps://dx.doi.org/10.18203/2320-6012.ijrms20194191en_US
dc.subjectBiochemistryen_US
dc.subjectDidactic lectureen_US
dc.subjectInnovative teachingen_US
dc.subjectFlipped Classroomen_US
dc.subjectTeaching methodsen_US
dc.titleA comparative study between flipped classroom and traditional lecture-based classroom in first year medical studentsen_US
dc.typeJournal Articleen_US
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