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  • Flipped Classroom Model

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    Sneha Manchanda
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    The document describes a pilot study that used a flipped classroom model for teaching 50 medical students over 3 months. Students were given reference materials for assigned topics one week prior to 2-hour classroom sessions. Feedback was collected using a validated form and sessions were graded on a Likert scale. The majority of students found the flipped classroom model excellent for content usefulness and teaching. Benefits included interactive learning and reduced wasted time, while drawbacks included initial effort and extra time for preparation. The conclusion was that flipped classroom teaching was acceptable and had high student satisfaction levels.

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    Flipped classroom model

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    Flipped classroom model

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    The document describes a pilot study that used a flipped classroom model for teaching 50 medical students over 3 months. Students were given reference materials for assigned topics one week prior to 2-hour classroom sessions. Feedback was collected using a validated form and sessions were graded on a Likert scale. The majority of students found the flipped classroom model excellent for content usefulness and teaching. Benefits included interactive learning and reduced wasted time, while drawbacks included initial effort and extra time for preparation. The conclusion was that flipped classroom teaching was acceptable and had high student satisfaction levels.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    6 views1 page

    Flipped Classroom Model

    Uploaded by

    Sneha Manchanda
    The document describes a pilot study that used a flipped classroom model for teaching 50 medical students over 3 months. Students were given reference materials for assigned topics one week prior to 2-hour classroom sessions. Feedback was collected using a validated form and sessions were graded on a Likert scale. The majority of students found the flipped classroom model excellent for content usefulness and teaching. Benefits included interactive learning and reduced wasted time, while drawbacks included initial effort and extra time for preparation. The conclusion was that flipped classroom teaching was acceptable and had high student satisfaction levels.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Flipped classroom model for undergraduate teaching using

    mixed- methods approach: A pilot project


    Dr Sneha Manchanda(Jr3), Dr Shodashi Saxena, Dr Ayesha Ahmad
    Dr Uma Gupta
    Department of Obstetrics & Gynecology, ELMCH

    What is ipped classroom?


    Providing resource material to
    students beforehand for pre-class
    learning

    METHODS TECHNIQUE

    • Questionnaire based • Every week, 6-7 students


    • Mixed methods randomly selected for
    • 3 months active TL by ipped
    • 50 students classroom[FC]
    • Reference material given 1 • Reference material for
    wk prior assigned topic provided 1
    week prior
    RESULTS • 2hr sessions conducted
    • Feedback taken using a
    per-validated proforma
    Majority students found
    teaching by FC excellent wrt
    • Grading of the session
    done by LIKERT SCALE
    usefulness>content>teaching

    PROS CONS

    • Interactive and self directed


    • Learner centric process • Lots of initial e orts required
    • Lesser wastage of time for both • Extra time needed for
    learner and educator sensitisation
    • Elevated con dence level

    CONCLUSION REFERENCES
    •
    •
    • Abeysekera L, Dawson P (2015) Motivation and cognitive load in the ipped classroom: de nition,

    Flipped Classroom teaching is rationale and a call for research. High Educ Res Dev 34(1):1–14. https://doi.org/
    10.1080/07294360.2014.934336

    acceptable & has high satisfaction


    • Basilaia G, Kvavadze D (2020) Transition to online education in schools during a SARS-CoV-2
    coronavirus (COVID-19) pandemic in Georgia. Ped Res 5(4):1–9. https://doi.org/10.29333/pr/7937
    • Chick RC, Clifton GT, Peace KM, Propper BW, Hale DF, Alseidi AA, Vreeland TJ (2020) Using technology

    levels amongst medical students to maintain the education of residents during the Covid-19 pandemic. J Surg Educ 3:1–4. https://doi.org/
    10.1016/j.jsurg.2020.03.018 •
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