Rocket Chandra Brahma1, Syed Yasin Shahtaz Emanee2
BACKGROUND
Higher education including medical education has been shifting towards more
active and learner centric strategies. The flipped classroom (FCR) is basically
student centered where as traditional teaching is teacher centered. Educationists
and researchers have been debating about the pros of flipped classroom for over
a decade and it is believed that flipping the classroom helps in inculcating the habit
of self learning among the learners, leading to refinement of their analysis and
synthesis skills. There are very limited data available regarding FCR teaching
method especially surgery subject. Hence, this study was planned to introduce
flipped class room among medical undergraduates in surgery.
METHODS
A prospective and observational study of 110 student selected out of 115 was
carried out. Topics were selected from common surgical topics – cholelithiasis (2
classes) and appendicitis (1 class). Pre class activities were intimated digitally. In
class and post class activities, student and teacher perceptions were measured
and evaluated using standard statistical techniques.
RESULTS
58 : 52 (Male : Female) students were included. Among them, 70 agreed & 10
strongly agreed that proper and clear instructions were provided, pre-class reading
materials and similarly 80 agreed & 16 strongly agreed that adequate reading
material was provided. 60 agreed that it was useful method in understanding and
10 strongly agreed that they learnt better but 36 felt neutral. Regarding faculty
perception on if they would prefer flipped classroom over other teaching method:
12 agreed, 4 strongly agreed and 4 were neutral. Students suggested less text,
more videos, and the use of FCR for selected topics.
CONCLUSIONS
Flipped classroom is an innovative method for medical education and should be
incorporated in the curriculum. More studies, newer performance indicators and
methods of implementation are needed to fine tune its technique and mode of
delivery.
