Abstract

Introduction: Learning histology often pose a unique challenge to first year students. It has a central visual component by which students have to analyse and interpret the micrographic images. Development of an active learning strategy where students understand the rationale of what they learn and apply the newly gained knowledge to specific problems. Flipping the class allows the students to go over the lower levels of learning in Bloom’s taxonomy (knowledge and understanding) individually. The aim of the present pilot initiative was to assess the effectiveness of flipped classroom teaching in improving students’ learning outcomes. Methodology: In the present study, a pilot histology curriculum of three systems was implemented among 150 first year medical students in a flipped classroom format at our institute. We developed a learner-centred instructional design model and applied strategies reflecting Kolb’s four styles of learning. A questionnaire was administered to document the perceptions of students. Results: 45% of students agreed and 41% students strongly agreed that the sessions were useful in learning histology in a better way; Majority of students agreed that the sessions were useful in understanding the topic as a whole. 98% students felt that flipped histology teaching method was more effective than the traditional method for improving their knowledge on histology and found the sessions interesting and more engaging. Discussion: This pilot study suggests that flipped classroom approach can be used to improve histology education among first year medical students. We hope that by applying the principles of adult learning and learner-centred instructional design to design laboratory sessions could help us in developing self-directed learners. However, further concrete studies are required before reliably implementing our format as a teaching modality.

Authors and Affiliations