Objective: To compare the effectiveness of a flipped classroom model and a large group interactive session (LGIS) method to teach the basis of screening to fourth-year MBBS students.
Study design: Quasi-experimental study. Place and Duration of the Study: Department of Community Medicine, Wah Medical College, National University of Medical Sciences, Wah Cantt, Pakistan, from December 2024 to February 2025.
Methodology: The sample was selected from fourth-year medical students using a purposive sampling technique and divided into two groups. Group A and B were taught the topic ''Basis of Screening'' by two subject experts, following the LGIS and flipped classroom methods, respectively. Students were assessed through a class test comprising of one-best-answer type multiple choice questions (MCQs). Data were analysed using SPSS version 23. Mean test scores and standard deviation were calculated for both groups, and an independent t-test was applied to find the difference between the groups. The Chi-square test was applied to determine the difference between achieving more than 75% marks and teaching strategies. A p-value of <0.05 was considered statistically significant.
Results: A total of 95 students who attended the teaching sessions and appeared in the assessment were included in the study. The number of students who passed the exams was 69 (72.6%), and only 26 (27%) students attained ≥75% marks. A significant difference was noted among students' scores when their results were categorised as more and less than 75% marks. Out of the 26 students, 19 attended flipped classroom sessions.
Conclusion: The flipped classroom model is a very effective strategy for teaching the basis of screening to medical students, as compared to the LGIS, to improve their performance in examinations.
Key words: Curriculum, Education, Students, Teaching, Flipped classroom.
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