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Flipped Class - Making that One Hour Effective in a Resource Constrained Setting.

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Summary

Medical students in Pakistan showed a positive attitude towards flipped-class teaching, with 84.5% favoring this active learning method over traditional lectures. Key benefits included better interaction and knowledge retention, though some challenges were noted.

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Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • Traditional lectures are being re-evaluated in medical education.
  • Flipped-class teaching offers a potential alternative to conventional methods.

Purpose of the Study:

  • To explore undergraduate medical students' attitudes towards the flipped-class teaching method in Pakistan.
  • To identify student perceptions of the benefits and challenges of flipped-class learning.

Main Methods:

  • A sequential mixed-methods approach was employed.
  • Quantitative data collected via survey from 71 third-year MBBS students.
  • Qualitative data gathered through focus group discussions with students preferring traditional lectures.

Main Results:

  • 84.5% of surveyed students reported liking the flipped-class method.
  • Identified strengths include fruitful interaction, better knowledge retention, conceptualization, and active learning.
  • Identified challenges include noise, time constraints, lack of self-confidence, and disengaged students.

Conclusions:

  • Flipped-class teaching is generally well-received by Pakistani medical students.
  • The method enhances active learning and knowledge application but requires addressing identified challenges for optimal implementation.