IJAR.2021.197
Type of Article: Original Research
Volume 10; Issue 1 (March 2022)
Page No.: 8255-8261
DOI: https://dx.doi.org/10.16965/ijar.2021.197
Effectiveness of Flipped Class Room Approach as a Teaching Methodology in Anatomy for Early Clinical Exposure Modules for First-Year Medical Students – An Interventional Study
Arathi. M. S 1, G. Durga Devi 2, Krishnaveni Sharath 3, WMS. Johnson 4, Ashini Bhandari 5.
1 Associate Professor, Department of Anatomy Chettinad Hospital and Research Institute , Chettinad Academy of Research and Education Chennai , Tamil Nadu, India. https://orcid.org/0000-0002-1423-7995
*2 Associate Professor, Department of Anatomy, Sree Balaji Medical College & Hospital, BIHER Chennai, Tamil Nadu, India. https://orcid.org/0000-0003-1852-8711
3 Associate Professor, Department of Anatomy, Sree Balaji Medical College & Hospital, BIHER Chennai, Tamil Nadu, India. https://orcid.org/0000-0001-7714-5804
4 Professor of Anatomy, Dean, Sree Balaji Medical College & Hospital, BIHER Chennai, Tamil Nadu, India. https://orcid.org/0000-0002-2522-3782
5 Biostatistician, Department of Community Medicine, Sree Balaji Medical College & Hospital, BIHER, Chennai, Tamil Nadu, India.
Corresponding Author: Dr. G.Durga Devi, Associate Professor of Anatomy, Sree Balaji Medical College & Hospital Chennai -44, Tamil Nadu, India. Ph: (+91)-9840393889 E-Mail: durgadevi2781@gmail.com
ABSTRACT
Background: The National Medical Commission (NMC) of India has rolled out the competency based undergraduate medical curriculum in the year 2019 where there is more emphasis on integration of basic and clinical sciences, early clinical exposure (ECE) and clinical competence and skills. To achieve this it is essential to work on higher forms of cognitive work. Hence it reckons for the change in the teaching–learning methodology currently in practice. Thus we introduced a innovative teaching methodology such as flipped class room (FCR) methodology among first year medical graduates for early clinical exposure modules in anatomy.
Materials and methods: This interventional study was conducted among the 1st year MBBS students of Sree Balaji Medical College & Hospital (2019–2020 academic year). The ECE modules were taught using both traditional lectures and FCR methodology. Pre‑ and post tests were conducted for both the methodology. A comparative analysis of FCR teaching method with lecture based session was done by obtaining the scores of the students. A Structured questionnaire to assess the learner’s perception about FCR teaching methodology was obtained from the participants. The Results were analyzed using microsoft excel and SPSS software version 23. Evaluation of teaching tool was done by using Kirkpatrick model
Results: Repeated measures Anova was applied and there was a significant difference within the two methodology and the interaction effect was also significant with P value 0.001. Although both methods show increase in mean from pre to post test the mean increase in flipped class method is more than the lecture. Spearman’s correlation was done which showed there is a significant relationship between both the methods with p value 0.001 correlation co-efficient r was 0.377. Overall Response to FCR method received higher rating.
Conclusion: FCR methodology creates the opportunity to meet the needs of students through various instructional activities. There is a positive reinforcement and improvement in the student’s performance.
Key words: Early Clinical Exposure, flipped classroom, Anatomy, student’s perception, traditional class.
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