Enhancing Student Centered Active-Learning by "Flipped Classrooms" In a Histology Module.

Area of Science:

• Medical Education
• Histology Teaching
• Pedagogical Research

Background:

• Flipped learning is gaining traction in medical education, yet detailed assessments are scarce.
• This study addresses the need for evaluating the flipped learning model in histology.
• Existing literature lacks comprehensive data on its effectiveness and student perception.

Purpose of the Study:

• To describe and assess the implementation of a flipped learning module in histology for MBBS students.
• To compare the effectiveness of flipped learning versus conventional teaching methods.
• To gather student feedback on the flipped learning approach in histology.

Main Methods:

• A mixed-methods approach (qualitative and quantitative) was employed.
• First-Professional MBBS students participated in histology modules using both conventional and flipped classroom methods.
• Student knowledge was assessed via short tests post-session, and feedback was collected.

Main Results:

• Both teaching methods resulted in significant knowledge gains.
• The flipped learning approach yielded higher mean test scores compared to conventional teaching.
• Student feedback indicated a positive perception of active learning methods for histology.

Conclusions:

• Flipped classroom teaching is an effective pedagogical tool for histology.
• Active learning strategies, such as the flipped classroom, enhance histology learning.
• Incorporating flipped learning can be a valuable addition to regular histology curricula.