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ORIGINAL RESEARCH ARTICLE
Year : 2019  |  Volume : 32  |  Issue : 3  |  Page : 116-121

Flipped classroom – An innovative teaching model to train undergraduate medical students in community medicine


1 Department of Community Medicine, Seth G S Medical College and KEM Hospital, Mumbai, Maharashtra, India
2 Department of Community Medicine, Dr. Pinnamaneni Siddhartha Institute of Medical Sciences and Research Foundation, Krishna, Andhra Pradesh, India

Correspondence Address:
Rupali Vishal Sabale
Department of Community Medicine, Seth G S Medical College and KEM Hospital, Parel, Mumbai - 400 012, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_116_18

Background: Second-year MBBS students need to be trained in applying theoretical knowledge into practice so that they can give appropriate advice during family visits in the community. For this, it is necessary to utilize the classroom timing for discussion and facilitation. In “flipped classrooms,” what is normally done in class and what is normally done as homework is switched or flipped. Thus, a study was planned to train the students to apply theory into practice by using flipped classroom methodology. Methods: After ethical committee approval and informed consent, 48 second year MBBS students were enrolled in the study. Selected topics (i.e., “nutrition in under-five children”) was taught through the “flipped classroom”model after a pretest assessment. Students were allotted a family case in the urban slums having at least one under-five child so that they can apply theory into practice. The formal assessment was done through structured case viva and spot examination. After 3 months, a posttest was conducted in the classroom to assess retention in knowledge. Feedback of the students was taken on the flipped classroom model. Results: The average marks scored in structured case viva with spot examination was 8.28 ± 2.4 marks. There was a statistically significant association of scores in the structured case viva with spot examination with participation in all pre- and in-class activities (P < 0.05). There was a statistically significant difference in pre- and posttest marks (10.03 ± 2.17 vs. 18.84 ± 3.8). The class average normalized gain was 44%. Overall, there was positive feedback for “flipped classroom teaching.” Most of the students felt that this was a practical approach to the topic. Discussion: Students can apply theory into practice and knowledge gained is also retained through the use of the flipped classroom teaching method.


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