ABSTRACT
Background: The National Medical Commission (NMC) of India has rolled out the competency based undergraduate medical curriculum in the year 2019 where there is more emphasis on integration of basic and clinical sciences, early clinical exposure (ECE) and clinical competence and skills. To achieve this it is essential to work on higher forms of cognitive work. Hence it reckons for the change in the teaching–learning methodology currently in practice. Thus we introduced a innovative teaching methodology such as flipped class room (FCR) methodology among first year medical graduates for early clinical exposure modules in anatomy. Materials and methods: This interventional study was conducted among the 1st year MBBS students of Sree Balaji Medical College & Hospital (2019–2020 academic year). The ECE modules were taught using both traditional lectures and FCR methodology. Pre and post tests were conducted for both the methodology. A comparative analysis of FCR teaching method with lecture based session was done by obtaining the scores of the students. A Structured questionnaire to assess the learner’s perception about FCR teaching methodology was obtained from the participants. The Results were analyzed using microsoft excel and SPSS software version 23. Evaluation of teaching tool was done by using Kirkpatrick model Results: Repeated measures Anova was applied and there was a significant difference within the two methodology and the interaction effect was also significant with P value 0.001. Although both methods show increase in mean from pre to post test the mean increase in flipped class method is more than the lecture. Spearman’s correlation was done which showed there is a significant relationship between both the methods with p value 0.001 correlation co-efficient r was 0.377. Overall Response to FCR method received higher rating. Conclusion: FCR methodology creates the opportunity to meet the needs of students through various instructional activities. There is a positive reinforcement and improvement in the student’s performance.
ABSTRACT
El objetivo de esta investigación fue determinar la relación existente entre los tipos de locus de control con el rendimiento académico, promedio y tipo de modalidad en estudiantes de una universidad mexicana. Dicha investigación fue exploratoria seleccionando los grupos de manera intencional conformada por 100 participantes, divididos en dos grupos (presenciales y no presenciales) hombres y mujeres entre 18 y 21 años de primer y segundo semestre. Los resultados observaron relación significativa entre el promedio, número y modalidad para locus externo, no igual para las materias atrasadas. En el factor Afiliativo se observó que la interacción entre la modalidad y el promedio general resultó significativa. El análisis para locus de control interno no obtuvo diferencia significativa en el modelo. Por lo anterior, no existieron condiciones para afirmar que los alumnos no presenciales presenten diferencias en relación al locus de control externo y afiliativo al compararlos con los presenciales.
The objective of this research was to determine the relationship among the types of locus of control and academic achievement, GPA, and type of teaching environment in students of a Mexican university. This was an exploratory research which selected the participant groups in an intentional way conformed by 100 subjects, divided by two groups (traditional and at a distance), freshmen between 18 and 21 years old. The results yielded significant relationship among GPA, number and modality for external locus non equal for the subjects not belonging to the current academic term. The affiliated factor observed that the interaction between modality and GPA was significant. The analysis for locus of internal control didn't obtain its significant difference in the model. For the above-mentioned conditions there are no reasons to sustain that there are differences in external locus of control and affiliation between students in traditional and at a distance education.