Abstract

Background: With the implementation of the new competency based curriculum in the Indian medical education system in 2019 there has been adoption of innovative tools to make teaching and learning student-centric. The education system is changing from teaching facts to empowering students to learn how to look for relevant information and organise it for better learning. Flipped classroom is one such model where the learner is assigned didactic lecture material before the class and the class room is used for face to face interaction to inculcate a higher level of thinking amongst the students. At this juncture this study has been conducted to see the effectiveness and feasibility of implementing flipped classroom in teaching biochemistry to Phase I MBBS students.
Aim & Objectives: The aim of the study is to examine the effectiveness and feasibility of flipped classroom model in teaching biochemistry to Phase I MBBS students through analysis of perception of students and faculty at Government Institute of Medical Sciences (GIMS), Greater Noida.
Methodology: Flipped classroom model was implemented in the subject of biochemistry among 95 Phase I MBBS students. The pre class reading material was shared four days prior to each classroom session. During the classroom session there was focused discussion promoting higher level of learning. Thereafter, feedback was taken from the students and the concerned faculty in a pre- validated structured questionnaire (with both closed and open ended questions) about the effectiveness and feasibility of such flipped classes.
Findings: The study observed high satisfaction score regarding teaching and learning through flipped class on a five point Likert scale. The Satisfaction index (SI) calculated as per a prescribed formula was found to be 94.1, where students agreed that flipped class inspired them to pursue further learning for the module. Around 98% of students with SI of 93.61 agreed that flipped classroom session improved their understanding of the key concepts. SI was 94.73 where students found flipped class to be engaging, SI of 95.91 indicated that students were satisfied with the clarifications on difficult concept by the faculty during the flipped class. All faculty strongly agreed that flipped class is a more interesting teaching learning methodology compared to the traditional method. There was better faculty- student interaction and that it helped promote higher order thinking in the students. Positive responses were seen in the open ended questions regarding this methodology.
 
Conclusion: The present study concludes that flipped classroom is an effective and motivating method to engage students. Both students and faculty agreed that flipped class is more engaging and has led to increased interaction among the students as well as with faculty. In view of the strongly positive perceptions observed among the respondents of the study, flipped classroom methodology is an approach worth pursuing in future and implementing on a wider scale.