Abstract

Flipped Classroom Model (FCM) is a method that was introduced to the educational system during the past decade which had shown substantial evidence of changing the traditional classroom learning to a more student centred learning environment. This method offers both students and the faculty, flexibility in teaching leaning activities that encourages a deeper approach to learning. This study was conducted to introduce FCM to undergraduates, to compare its effectiveness in learning clinical microbiology with lectures done in the traditional manner and to evaluate this system through student feedback. Power point presentations of 5 lectures were made accessible to students online and five lectures were done in a traditional manner. Freed lecture time was utilized to conduct discussions on clinical cases and problems. The effectiveness of this approach was determined by comparing the average marks students obtained for answers to questions covering the topics delivered by two methods. Questionnaires were given to students to evaluate their perceptions, effectiveness and experience of FCM versus traditional lectures for learning. Flipped classroom model was shown to be more effective than traditional lectures when the average marks in the final assessment were compared. More than 50% of students agreed on the benefits of FCM.  Majority suggested a combination of FCM and traditional lectures followed by small group discussions would be more beneficial. Newer models of teaching and learning such as FCM would enable teaching and learning in pre and para clinical subjects in a medical curriculum to be more students centred and encourage deep learning.

Keywords: Flipped Classroom Model; Medical Education; Microbiology

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