E-ISSN 2149-2018 editor@ejmamr.online


Applied Medical Research. 2019; 6(2):(69-78)


Effectiveness of the flipped classroom instructional method in physiology teaching among diversified student group—A study from Guyana

Shubham Jain, Nagesh Babu, Sankalan Sarkar

Abstract
Background: The flipped classroom teaching method is more active learning, and more student-centered, it is already gaining popularity across the globe in health science teaching. Available pieces of evidence are still contradictory. Few studies found that the flipped classroom teaching method is effective compared to traditional lectures in promoting student learning in basic medical science. On the contrary, few studies reported that there was no significant difference found when compared with the traditional teaching method. The conflicting results are indicating that more in-depth research is warranted to find the effectiveness of flipped classroom instructional methods. No study was published on the effectiveness of the flipped classroom teaching method among diversified student groups also. The study aims to find the effectiveness of a flipped classroom, among diversified student group. Methods: The cross-sectional study was adopted under Texila American University, Guyana Campus. Synaptic transmission and membrane potential topics were chosen from the Physiology Course. Sixty-two students from first-semester medical Students from 25 different countries were selected, they were randomly divided into two groups, group-A was assigned for traditional didactic lecture method and group-B is assigned for flipped classroom instruction method for 1 week. The study protocol was approved by the institutional review board. Multiple choice questions were given according to Bloom’s Taxonomy for assessment, course evaluation Questionnaire was also provided after the completion of the experiment to get feedback regarding the course. Data were analyzed by using descriptive analysis on Statistical Package for the Social Sciences 16. Results: It has been observed that the students participated in flipped classroom teaching has scored significantly high, 54% of students scored above 90% marks compared to those students who have participated in the traditional teaching method, no one from this group scored 90% and above marks, even it has been revealed that students participated in flipped classroom instructional method developed significant improvement in course evaluations from the learning outcome (p < 0.05). Conclusion: The present study has evaluated that the flipped classroom method in  physiology teaching is more effective among diversified student group when compared to the traditional teaching method
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