Perceptions regarding Flipped Classroom teaching method among first year MBBS students in a Medical College in National Capital Region, India

Abstract

Background: Flipped classroom aims at exposing the students to teaching material outside of class first and
utilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It is
a method of teaching learning wherein the students take responsibility of their learning. The present study was to
conducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback.
Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining the
IEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the study
after obtaining informed consent. The students were given a pre-class reading material in form of PowerPoint
Presentation with voice over for the topics selected for flipped class using Institutional Learning Management
System (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnaire
was used which was validated by other faculty members. Responses were collected using a 5 point Likert scale.
Analysis was done by Microsoft Excel 2010.
Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of the
students found flipped classroom is more interesting method of learning anatomy compared to traditional lectures.
30% of the students believed flipped class required more time and more preparation. They were of the view that
these classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures.
Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning is
not very commonly used in medical colleges and can be used as an alternative to the traditional lectures for better
understanding of the topic and can be used more often.