Flipped classroom/inverted classroom - A newer methodology of teaching

Journal Title: Medpulse International Journal of Pathology - Year 2018, Vol 8, Issue 2

Abstract

Background: Technological advances have caused a drastic impact on younger generation to keep themselves aware of newer developments in medical sciences. Educators have evolved innovative pedagogy to prepare this generation for future challenges as the training periods are condensed. Flipped classroom or inverted classroom is one such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information. This article is aimed to guide the educators in applying this concept in their teaching learning armamentarium. Aims and Objectives: The aim of the present study was to identify the robust available evidence about the effectiveness of flipped classroom in medical education through a study conducted in our medical college. Methods: A prospective study was conducted in various semester studies in different subjects. A questionnaire was given for comparison between students who attended flipped classroom and those who did not, evaluation was done, results were analysed. A systematic search of English databases including Pubmed, EMBASE, Science director, CINAHL and google scholar, Chinese databases, were conducted to identify peer review studies that met the inclusion criteria. Conclusions: These results indicated that flipped classroom might help medical students improve in knowledge, skills, attitudes, self learning, study satisfaction, critical thinking and problem solving skills.

Authors and Affiliations

Gudeli Vahini, Arigela Vasundhara, Lokanadham D, Asha T

Keywords

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  • EP ID EP457201
  • DOI 10.26611/1058213
  • Views 92
  • Downloads 0

How To Cite

Gudeli Vahini, Arigela Vasundhara, Lokanadham D, Asha T (2018). Flipped classroom/inverted classroom - A newer methodology of teaching. Medpulse International Journal of Pathology, 8(2), 112-114. https://europub.co.uk/articles/-A-457201