Introduction of Flipped Classroom Approach for Teaching Embryology to Phase-I MBBS Students

Embryology topics are conceptual and difficult to understand. In a flipped class set up, the student participates with basic understanding of topic with intent to engage in interactive discussion. The study intends to analyze the impact of the flipped approach in teaching conceptual embryology topics. As the flipped classroom approach for teaching embryology matures, it may fully replace the traditional model of teaching embryology to Phase-I MBBS students. Two hundred forty seven (247) Phase-I MBBS students (Batch 2021) at Government Medical College, Amritsar, Punjab, India were exposed to the flipped class module. Six lectures of embryology were taken in three months using the flipped classroom approach. At the end of each lecture the students in the flipped classroom were tested by MCQ's. All Phase-I MBBS students and 16 Anatomy faculty was provided a feedback form with items based on a five point likert scale at the end of six lectures. The mean rating was determined for each item in feedback form and a qualitative feedback from faculty was obtained by 'interview'. The study with results compiled, was completed in nine months. More than 80.0% students (likert scale response strongly agree and agree) and the entire anatomy teaching faculty provided a favorable feedback. 43.75% from faculty however gave a neutral response regarding acceptability for both slow and fast learners. This probably felt that slow learners were not intrinsically motivated for the flipped class experiment. The faculty interview yielded valuable comments and suggestions. The student and faculty responses indicate that the flipped class approach stimulates a deeper learning process for conceptual embryology topics. This approach facilitates in becoming a 'self directed adult learner' because the students come prepared for an interactive teaching session. The faculty acceptance of this teaching methodology indicates that the flipped approach provides better learning outcomes in teaching embryology.