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Year : 2019  |  Volume : 7  |  Issue : 2  |  Page : 47-50

Flipped classroom as an effective educational tool in teaching surgery for undergraduate students

Department of General Surgery, Karpaga Vinayaga Institue of Medical Sciences, Kanchipuram, Tamil Nadu, India

Correspondence Address:
Ramula Durai
A, 14, Old G.S.T. Road, Alagesan Nagar, Chengalpattu, Kanchipuram - 603 001, Tamil Nadu
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ssj.ssj_54_18

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Background: In recent years, the flipped classroom (FC) method of teaching has received much attention in health sciences education. The concept of FC has been present in medical education since the 1990s with the introduction of team-based learning. Flipping the classroom is the practice of providing learners with study materials, traditionally covered in lectures, to be learned before class while the teacher becomes the facilitator of classroom discussion. The successful flipped class requires well-planned learning design, interesting study materials, effective plan for formative assessment, to identify gaps in learning, and suitable innovative teaching tools to close the gaps. Although it has been introduced few years back, this concept is new in our institute and we studied this as a pilot project for surgery students. Flipped classroom teaching method elaborated to the students ,before starting this new teaching learning method. Objective: The objective of the study is to assess the effectiveness of FC teaching in surgery for undergraduate students. Collation of students perception of this new TE-Learning compared to traditional teaching methods. Methodology: One hundred students of final-year MBBS were included in this study for the surgery subject. Randomly chosen by computer, they were divided into two groups (n = 50). One group followed FC and the other group followed traditional teaching method handled by two different faculties. This study is undertaken to find the effectiveness of FC. Five module were prepared on the topic Groin Hernia “ for this “flipped group” learning. Students in flip group were provided with study materials, videos, and before classroom discussion, while the other group followed didactic lecture. Effectiveness of this new method was assessed by pretest, posttest at the end of the topic, and feedback on perception of flipped class obtained by a questionnaire. Results: FL group students felt that learning surgery is more interesting and brings in motivation and better understanding of the topic taught. Videos and surgical anatomy were found easy to understand. Eighty-two percent used lecture notes, 62% found PPT easy to follow, while 78% found animation more interesting. In posttest also, flipped group performed better than didactic lecture method. Success depends on the topic chosen, especially in surgery. Conclusion: Flipped class not only brings motivation but also improves their understanding of the course materials and enhanced their communication skill and clinical thinking. Students in the Flipped Class, showed a preference for this method of teaching and found this more interesting.

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