The Role of the Flipped Classroom Method in Short-Term and Long-Term Retention Among Undergraduate Medical Students of Anatomy

IntroductionMedical education is changing towards more flexible, effective, active, and student-centred teaching strategies that reduce the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the...

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Published in:Curēus (Palo Alto, CA) CA), 2023-09, Vol.15 (9), p.e45021-e45021
Main Authors: Kasat, Payal, Deshmukh, Vishwajit, Muthiyan, Gayatri, T. S., Gugapriya, Sontakke, Bharat, Sorte, Smita R, Tarnekar, Aditya M
Format: Article
Language:English
Subjects:
Anatomy
Cooperative learning
Didacticism
Feedback
Flipped classroom
Formative evaluation
Medical Education
Medical students
Standard deviation
Taxonomy
Teaching methods
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Summary:IntroductionMedical education is changing towards more flexible, effective, active, and student-centred teaching strategies that reduce the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom methods in medical education pertaining to short- and long-term retention of the topics is at an early stage. The present paper aims to determine and compare the effects of traditional and flipped classroom methods on first-year medical students' short-term and long-term retention.MethodFifty first-year medical students were subjected to traditional and flipped classroom modules in the form of five sessions each on gross anatomy topics of the thoracic region. These sessions were conducted during independent teaching slots for anatomy. Assessments were done at the completion of each module for both methods. Then, after a gap of two months, the students were again assessed on the content taught in the modules as a part of formative assessment. The data so obtained were compared and analysed statistically. Ethical approval was obtained prior to beginning the study. Written informed consent was obtained from the participating students.ResultA total of 50 first-year medical students participated in the study. 33 (67%) participants were males, with a median age of 19.47 years, and 17 (33%) participants were females, with a median age of 19.39 years. The assessment scores showed differences between the two methods of teaching in the short and long term. The flipped classroom method was observed to have significant short-term retention with a p-value
ISSN:2168-8184
2168-8184
DOI:10.7759/cureus.45021