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Introduction of Flipped Classroom Approach for Teaching Embryology to Phase-I MBBS Students
1Dr Gaurav Agnihotri, Associate Professor, Department of Anatomy, Government Medical College, Amritsar, Punjab, India;
Mymensingh Medical Journal : MMJ
|July 1, 2023
Summary
The flipped classroom approach significantly improves learning for conceptual embryology topics among medical students. This innovative method fosters deeper engagement and better learning outcomes compared to traditional teaching models.
Area of Science:
- Medical Education
- Embryology Pedagogy
Background:
- Embryology concepts are challenging for students to grasp.
- Traditional teaching methods may not fully engage students in complex topics.
Purpose of the Study:
- To analyze the impact of the flipped classroom approach on teaching conceptual embryology.
- To evaluate the potential of the flipped model to replace traditional embryology instruction.
Main Methods:
- A flipped classroom module was implemented for 247 Phase-I MBBS students over three months.
- Six embryology lectures were delivered using the flipped approach, followed by MCQs.
- Student and faculty feedback was collected via Likert scale surveys and faculty interviews.
Main Results:
- Over 80% of students and all anatomy faculty reported favorable feedback on the flipped approach.
- Faculty noted mixed acceptability for slow learners, suggesting potential motivation challenges.
- Student and faculty feedback indicated stimulated deeper learning and self-directed learning.
Conclusions:
- The flipped classroom approach enhances the learning process for conceptual embryology.
- This methodology promotes self-directed adult learning by preparing students for interactive sessions.
- Faculty acceptance suggests the flipped approach yields superior learning outcomes in embryology education.
