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Teaching "Shock Pathophysiology" by Flipped Classroom.

Syeda Sadia Fatima1, Satwat Hashmi2, Rehana Rehman3

  • 1Dr. Syeda Sadia Fatima, PhD. Assistant Professor, Department of Biological & Biomedical Sciences, Aga Khan University, Karachi, Pakistan.

Pakistan Journal of Medical Sciences
|November 29, 2019
PubMed
Summary
This summary is machine-generated.

The flipped classroom model improved medical student learning in a Cardiovascular and Respiration module. This teaching method enhanced motivation, engagement, and understanding of complex medical topics.

Keywords:
Flipped classroomMedical StudentsShock

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Area of Science:

  • Medical Education
  • Physiology Education

Background:

  • Traditional lecture formats may not fully engage all undergraduate medical students.
  • Innovative teaching strategies are needed to enhance learning in foundational medical modules.

Purpose of the Study:

  • To evaluate the effectiveness of a flipped classroom approach in a small-group setting.
  • To assess its impact on first-year medical students in the Cardiovascular and Respiration module.

Main Methods:

  • A flipped classroom model was implemented over eight months.
  • Pre- and post-test scores were compared to measure knowledge acquisition.
  • Student perceptions were gathered using a validated Likert scale questionnaire.

Main Results:

  • Mean student scores significantly improved from 4.86 to 6.09 (p=0.021) after the flipped sessions.
  • Students reported increased learning motivation and engagement.
  • Enhanced understanding of course materials and face-to-face learning activities were noted.

Conclusions:

  • The flipped classroom approach shows potential for teaching complex topics like 'Pathophysiology of Shock' using clinical scenarios.
  • Wider implementation requires careful consideration of course objectives and logistical planning.