LETTER TO THE EDITOR Year : 2022  |  Volume : 35  |  Issue : 3  |  Page : 113-114

Flipped classrooms with proper scheduling improve learning engagement

Sreejith Govindan1, M Ganesh Kamath2
1 Division of Microbiology, Department of Basic Medical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
2 Department of Physiology, Faculty of Medicine, Manipal University College Malaysia (MUCM), Bukit Baru, Melaka, Malaysia

Date of Submission04-Mar-2019Date of Decision25-Mar-2023Date of Acceptance11-Apr-2023Date of Web Publication08-Jun-2023

Correspondence Address:
Dr. M Ganesh Kamath
Associate Professor, Department of Physiology, Faculty of Medicine, Manipal University College Malaysia (MUCM), Bukit Baru 75150, Melaka
Malaysia

Source of Support: None, Conflict of Interest: None

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DOI: 10.4103/efh.EfH_57_19

How to cite this article:
Govindan S, Kamath M G. Flipped classrooms with proper scheduling improve learning engagement. Educ Health 2022;35:113-4

Dear Editor,

The flipped classroom approach is becoming more popular in the higher education sector. Although recent in introduction to medical schools, many faculty members are already enthusiastic about this pedagogical approach for improving students' learning.[1] The blended learning approach is considered to be preferable to the original flipped classroom approach, particularly in undergraduate medical programs.[2] The advent of technology in the postpandemic era facilitated the integration of onsite classroom sessions and offsite learning experiences. A systematic review on this topic confirms that blended learning is well-accepted by medical students.[3] The flipped classroom method provides the opportunity for students to exchange their knowledge and promotes peer-assisted learning.[4]

We want to convey our perspective on conducting a flipped classroom session at an Indian medical school. A flipped classroom module was conducted on the topic of 'pulmonary tuberculosis' for 2nd-year medical students (n = 134). Students were given various resource materials 1 week before the classroom session. An online quiz was later administered during a face-to-face interactive session. After talking with their partner, paired students were required to respond to the questions. They were also asked to fill in the required information on an incomplete concept map of the pathogenesis of tuberculosis, with the help of online materials. This was followed by the correct answers being presented and discussed by the course teacher. In the next offline session. “student response systems” (clickers) were used to discuss various clinical case scenarios on tuberculosis.

Feedback was collected at the conclusion of these sessions, with 66 students (50.3%) stating they preferred flipped classrooms and 69 (52.6%) reporting it improved their learning. The remaining students expressed some dissatisfaction with this pedagogical approach. The positive impact of this innovative approach was demonstrated by high scores of all students on tuberculosis-related questions during the periodic progress examination. It is important to point out that this flipped classroom session was conducted midway during the 2nd year, which gave students sufficient time to prepare for their periodic progress examination.

When we repeated the blended approach with a different group of students (n = 147) on a different topic, students' reactions were not very positive. The timing of the implementation of this blended module was inconvenient for 42% of the 147 students because it was too close to their exam date. The resistance was most likely caused by the change in delivery method from didactic to blended format just before their examinations. Student performance during the periodic progress examination was good, particularly regarding the topics discussed during the session. This supports evidence provided by other studies.[5] However, the students rejected this hybrid approach.

Flipped classroom in a blended way can motivate students and improve their learning. However, if the flipped classroom is not scheduled at an appropriate time, some students may fail to achieve the desired objectives, and the outcomes of such innovative approaches will fall short. It would be ideal to plan such innovative, “out of the box” activities only in consultation with the learners.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 

  References 
1.Phillips J, Wiesbauer F. The flipped classroom in medical education: A new standard in teaching. Trends Anaesth Crit Care 2022;42:4-8.  
    2.Herbert C, Velan GM, Pryor WM, Kumar RK. A model for the use of blended learning in large group teaching sessions. BMC Med Educ 2017;17:197.  
    3.Plch L. Perception of technology-enhanced learning by medical students: An integrative review. Med Sci Educ 2020;30:1707-20.  
    4.Osman SZ, Jamaludin R, Mokhtar NE. Flipped classroom and traditional classroom: Lecturer and student perceptions between two learning cultures, a case study at Malaysian Polytechnic. Int Educ Res 2014;2:16-25.  
    5.Gutiérrez-González R, Zamarron A, Royuela A, Rodriguez-Boto G. Flipped classroom applied to Neurosurgery in undergraduate medical education. BMC Med Educ 2023;23:170.