Original Research Article
Year: 2019 | Month: December | Volume: 6 | Issue: 12 | Pages: 574-580
A Comparative Study of Outcome of Flipped Class Room Assisted Lecture Classes and Traditional Lecture Classes among First MBBS Students in a Medical College of West Bengal
Arunima Chaudhuri1, Biman Ray2
1(MD Physiology, PhD, MBA), Associate Professor Department of Physiology, Rampurhat Government Medical College and Hospital (Affiliated to West Bengal University of Health Sciences), Rampurhat, West Bengal, India.
2(MD Physiology) Associate Professor, Department of Physiology, Burdwan Medical College and Hospital (Affiliated to West Bengal University of Health Sciences), Burdwan, West Bengal, India
Corresponding Author: Biman Ray
ABSTRACT
Background: The Medical Council of India has laid the basic framework for the revised undergraduate medical curriculum. Flipped class room teaching, self-directed learning and lecture classes combined may be more effective in implementing the new competency based medical education. Overtly the above facts may sound ideal for transforming the current curricula as envisaged by the MCI.
Aims: The present study was conducted in a Medical College of West Bengal to compare outcome of Flipped class room assisted classes and lecture classes among first MBBS students.
Materials and methods: The present study was conducted in the Department of Physiology in a Government Medical College of West Bengal, under West Bengal University of Health Sciences. Institutional ethical clearance was taken before conduction of the study. This pilot project was conducted in time span of 6 months. Ten lecture classes assisted by FC and ten traditional lecture classes were compared in the present study.
Statistical analysis: SPSS version 16 was used to analyze the data and T test was done to compare outcome of the two teaching methods. Results: One hundred fifty students were in the first MBBS batch. But one hundred twenty students came regularly to all these classes, so they were only included in the present study. Ten flipped class assisted lectures were compared with traditional classes and evaluated with MCQs. There was no significant difference in outcome of the two teaching learning methods. Marks of Flipped classroom assisted lecture 53.63333± 8.519238 vs. Traditional lecture 53.55± 8.575238; P value: 0.94036.According to the students they had no time to go through the extra study material provided to them as part of flipped classes. They were new to the MBBS course and with the huge syllabus of Anatomy, Physiology, Biochemistry they lacked time for flipped classes. They were more comfortable with the traditional lectures.
Conclusions: In the present study Flipped classroom assisted lectures and traditional lectures were equally effective for first MBBS students. Lack of interest of students in study materials provided to them for the flipped classroom study was the main cause of this outcome and according to the students’ deficiency of time was the key factor for their particular behaviour.
Key words: Flipped classroom, traditional lecture class, MBBS students.
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