Flipped pedagogical approach in teaching skeletal muscle physiology for undergraduate medical students

Objectives: Medical teachers need to use different pedagogical approaches to enhance student learning. Students are exposed to the flipped classroom (FC) in addition to the other teaching approaches which may enhance the comprehension, interpretation, and analytic skills of the students. The objective of this study was to compare the test scores obtained after the FC teaching session with the test scores obtained after a traditional classroom teaching session on a topic in skeletal muscle physiology delivered to 1st-year undergraduate medical students. Materials and Methods: Twenty-one 1st-year undergraduate medical students, undergoing a musculoskeletal system module at a private medical college were involved in this study. Students in the flipped pedagogical method were required to read the notes and power-point slides provided in addition to watching the prerecorded lecture videos before class. During the class, there was a topic review session followed by a small case discussion in groups. In the traditional classroom, students were advised to attend the lectures but there were no recorded videos to watch before the session. The effectiveness of the two types of pedagogical approaches was tested through pre-test and post-test using multiple-choice questions. The students’ perception of FC was collected through a semi-structured validated questionnaire. Results: The pre-test mean score was higher for FC (5.48 ± 1.44) when compared to the traditional classroom (3.19 ± 1.4). In our study, the scores from pre-test to post-test in a traditional classroom showed statistically significant improvement (P = 0.0014) but were not statistically significant in the FC. In the flipped pedagogical approach, the difference between mean correct responses for question number 5 (P = 0.031) in pre-test and post-test was statistically significant. There was an improvement in the mean scores in all the eight questions between pre-test and post-tests in the traditional pedagogical method of teaching. About 79.6% of students agreed that they watched all the assigned videos and 78.6% of students completed reading the assigned power-point presentation slides before coming to the FC. About 78.5% agreed to learn more topics in FC format and 78.6% of students agreed that FC was more engaging and interesting in comparison to a traditional class. Conclusion: Our study showed that flipped and traditional pedagogical approaches both enhance student learning

The dynamic combination of flipped classroom with traditional classroom in pharmaceutical analysis experiment teaching / 中华医学教育探索杂志

This paper introduces the preliminary design and practice of the dynamic combination of flipped classroom with traditional classroom in the teaching of pharmaceutical analysis experiment. In the study, the teaching structure sequence of "Low-High-Low" was used. Specifically, before the class, the students conducted a low-structure autonomous learning for cognition and exploration with the intra-campus and public online resources and the traditional teaching resources. In the class, the students conducted a high-structure teacher-assisted learning using the module of "Presentation-Discussion-Experimental Operation-Rediscussion". After class , the students conducted a low-structure autonomous learning for summary and expansion with the various resources. Finally, the teacher integrally assessed students' scores and redesigned the course teaching. The results showed that, compared with traditional classroom, the dynamic combination of flipped classroom with traditional classroom accelerated the improvement of students' abilities in cognition, exploration, practice, and innovation, and also accelerated the transformation of the teachers into teaching researchers and innovators.

Educational Effects of Traditional Classroom Instruction and Video Self-instruction (VSI) for Cardiopulmonary Resuscitation(CPR) in Boy's High School Students / 農村醫學 地域保健

OBJECTIVES: The purpose of this study is to compare educational effects between traditional classroom instruction and video self-instruction (VSI) for cardiopulmonary resuscitation (CPR) in boy's high school students. METHODS: This study was carried out targeting totally 96 boy students(47 people for experimental group, 49 people for control group) in the second grade of high school where is located in G city of G province from July 9-10, 2009. The experimental group and control group were arbitrarily selected two classes in the second grade. One class was assigned to the experimental group. another class was assigned to the control group. The experimental group was educated with VSI for CPR. The control group was educated with traditional classroom instructions for CPR. The analysis was performed with SPSS WIN (version 12.0) program using frequency chi-square(chi2) test, independent samples t-test, and paired t-test. RESULTS: After instructions, the knowledge, attitude, self-confidence, and skill performance accuracy scores on CPR increased statistically in both group. The increases of self-confidence (2.40 +/- 0.73) and skill performance accuracy score (2.67 +/- 0.29) in the experiment group were significantly higher than those (2.01 +/- 0.96 and 2.54 +/- 0.31) in the control group, respectively. CONCLUSION: This study suggested that VSI was more effective than traditional classroom education for self-confidence and skill-performance accuracy in CPR. To confirm it, more studies are warranted.