Effectiveness of flipped classroom for teaching anatomy and students’ perceptions

Background and objectives: A flipped classroom concept involves inverting the classroom teaching activities. Here, the learner learns the ‘core’ concepts before the class, usually at home, reading and watching an online video, at his will. The aim of current study was to evaluate the effectiveness o...
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Autor*in:	S Viveka [verfasserIn] T Vijay Sagar [verfasserIn] M J Sudha [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	inverted classroom; active learning; flipped classroom; cranial nerves; anatomy

Übergeordnetes Werk:	In: National Journal of Clinical Anatomy - Wolters Kluwer Medknow Publications, 2020, 6(2017), 1, Seite 71-81
Übergeordnetes Werk:	volume:6 ; year:2017 ; number:1 ; pages:71-81

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.4103/2277-4025.297658

Katalog-ID:	DOAJ015722740

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Fifty eight students passed after flipped classroom teaching and 47 students passed after regular class. The number of students passing after flipped class as compared to regular class is statistically significant. Perceptive rating of flipped classroom concept was 4.15 out of 5 in comparison to traditional methods. Conclusion: Flipped classroom is effective in learning anatomy. 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title	Effectiveness of flipped classroom for teaching anatomy and students’ perceptions
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title_full	Effectiveness of flipped classroom for teaching anatomy and students’ perceptions
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title_sort	effectiveness of flipped classroom for teaching anatomy and students’ perceptions
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title_auth	Effectiveness of flipped classroom for teaching anatomy and students’ perceptions
abstract	Background and objectives: A flipped classroom concept involves inverting the classroom teaching activities. Here, the learner learns the ‘core’ concepts before the class, usually at home, reading and watching an online video, at his will. The aim of current study was to evaluate the effectiveness of flipped classroom for teaching concepts in anatomy. The subject chosen was cranial nerves. Methodology: Ninety-two students participated in this study. Four topics from cranial nerves were selected for the project. Regular lecture classes were taken for first two topics. Flipped classroom was used for the next two. Videos intended for flipped classroom were made available to all students through WhatsApp platform and blog post 48 hours prior to class. Assessment was by MCQs - 25 from topics covered by conventional method and 25 from flipped classroom topics. Score of 50% was considered as pass. Number of students in pass and fail category were compared through chi- square test. Results: Mean scores after regular and flipped classes were 12.92 (SD ± 3.13) and 13.41 (SD ± 3.38) respectively. Fifty eight students passed after flipped classroom teaching and 47 students passed after regular class. The number of students passing after flipped class as compared to regular class is statistically significant. Perceptive rating of flipped classroom concept was 4.15 out of 5 in comparison to traditional methods. Conclusion: Flipped classroom is effective in learning anatomy. Studies pursued for longer duration with broader subject coverage are suggested.
abstractGer	Background and objectives: A flipped classroom concept involves inverting the classroom teaching activities. Here, the learner learns the ‘core’ concepts before the class, usually at home, reading and watching an online video, at his will. The aim of current study was to evaluate the effectiveness of flipped classroom for teaching concepts in anatomy. The subject chosen was cranial nerves. Methodology: Ninety-two students participated in this study. Four topics from cranial nerves were selected for the project. Regular lecture classes were taken for first two topics. Flipped classroom was used for the next two. Videos intended for flipped classroom were made available to all students through WhatsApp platform and blog post 48 hours prior to class. Assessment was by MCQs - 25 from topics covered by conventional method and 25 from flipped classroom topics. Score of 50% was considered as pass. Number of students in pass and fail category were compared through chi- square test. Results: Mean scores after regular and flipped classes were 12.92 (SD ± 3.13) and 13.41 (SD ± 3.38) respectively. Fifty eight students passed after flipped classroom teaching and 47 students passed after regular class. The number of students passing after flipped class as compared to regular class is statistically significant. Perceptive rating of flipped classroom concept was 4.15 out of 5 in comparison to traditional methods. Conclusion: Flipped classroom is effective in learning anatomy. Studies pursued for longer duration with broader subject coverage are suggested.
abstract_unstemmed	Background and objectives: A flipped classroom concept involves inverting the classroom teaching activities. Here, the learner learns the ‘core’ concepts before the class, usually at home, reading and watching an online video, at his will. The aim of current study was to evaluate the effectiveness of flipped classroom for teaching concepts in anatomy. The subject chosen was cranial nerves. Methodology: Ninety-two students participated in this study. Four topics from cranial nerves were selected for the project. Regular lecture classes were taken for first two topics. Flipped classroom was used for the next two. Videos intended for flipped classroom were made available to all students through WhatsApp platform and blog post 48 hours prior to class. Assessment was by MCQs - 25 from topics covered by conventional method and 25 from flipped classroom topics. Score of 50% was considered as pass. Number of students in pass and fail category were compared through chi- square test. Results: Mean scores after regular and flipped classes were 12.92 (SD ± 3.13) and 13.41 (SD ± 3.38) respectively. Fifty eight students passed after flipped classroom teaching and 47 students passed after regular class. The number of students passing after flipped class as compared to regular class is statistically significant. Perceptive rating of flipped classroom concept was 4.15 out of 5 in comparison to traditional methods. Conclusion: Flipped classroom is effective in learning anatomy. Studies pursued for longer duration with broader subject coverage are suggested.
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title_short	Effectiveness of flipped classroom for teaching anatomy and students’ perceptions
url	https://doi.org/10.4103/2277-4025.297658 https://doaj.org/article/806f34a86d0a4a45baa8a610eb1dc6a5 http://www.njca.info/article.asp?issn=2277-4025;year=2017;volume=6;issue=1;spage=71;epage=81;aulast=Viveka https://doaj.org/toc/2277-4025 https://doaj.org/toc/2321-2780
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author2	T Vijay Sagar M J Sudha
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