Efficacy of Flipped Classroom and Didactic Lecture Approaches in Undergraduate Respiratory Medicine Education

ABSTRACT Background: This study used a mixed-methods design, analyzing quantitative pre- and post-assessment scores alongside qualitative student feedback. Undergraduate students in Respiratory Medicine were randomly assigned to either the Flipped Classroom or Didactic Lecture groups. Method: The st...

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Bibliographic Details
Published in:Journal of pharmacy & bioallied science 2024-12, Vol.16 (Suppl 4), p.S3547-S3549
Main Authors: Pandey, Ramesh, Mishra, Satyendra, Sahu, Manoj, Saad, Talha, Mishra, Nitu, Saxena, Saumya
Format: Article
Language:English
Subjects:
Analysis
College students
didactic lecture
Education
Feedback
flipped classroom
impact
India
Learning strategies
Methods
Respiratory agents
respiratory medicine
undergraduate education
Citations: Items that this one cites
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Summary:ABSTRACT Background: This study used a mixed-methods design, analyzing quantitative pre- and post-assessment scores alongside qualitative student feedback. Undergraduate students in Respiratory Medicine were randomly assigned to either the Flipped Classroom or Didactic Lecture groups. Method: The study compares the effectiveness and perceived impact of the Flipped Classroom versus Didactic Lecture approaches in Undergraduate Respiratory Medicine Education. Results: The Flipped Classroom group showed significantly higher post-assessment scores and positive feedback, highlighting increased engagement, collaborative learning, and self-directed study. Conclusion: The study supports the effectiveness of the Flipped Classroom over traditional lectures, emphasizing active student involvement and personalized learning in Respiratory Medicine education. Keywords: Didactic lecture, flipped classroom, impact, respiratory medicine, undergraduate education
ISSN:0976-4879
0975-7406
DOI:10.4103/jpbs.jpbs_1024_24