Flipped Classroom: An Effective Tool for Teaching Histology to Ist MBBS Students

Abstract

Background: Flipped classroom (inverted classroom) method is a learner centric approach in which the learner is provided study material beforehand, is expected to go through it and then fully participate and actively engage in the discussions. The objective of this study was to compare and evaluate flipped classroom teaching method over regular didactic lecture, for Histology for First M.B.B.S. students. Material and Methods: Total one hundred and seven Ist year medical students were involved in this study. The students were divided into two groups, Group A comprising 54 and Group B 53 students. For study group (Group A), the material related to Histology of respiratory system was given 2 days prior to the project than for control group (Group B) which was exposed to routine didactic lecture. This was followed by a practical session conducted for both the Group A and Group B with demonstration of histology slides. Performance test was conducted, results analysed. A feedback was taken using a validated questionnaire which was evaluated. Results: A statistically significant ( p value <0.0001) improvement was seen in the scores of Group A than Group B. Students response for flipped classroom teaching method was largely positive, with more active participation and better understanding of the topic. Conclusion: The technique of flipped classroom helped the students to develop a holistic approach towards the topic resulting in better understanding of the topic. It may be considered as an approach worth pursuing in the future.

Keywords

• flipped class room
• inverted classroom
• histology
• didactic lecture