Introduction of Flipped Classroom as an Innovative Teaching Learning Methodology among the Undergraduate Students in Pathology
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Abstract
Background: This study was undertaken to introduce flipped classroom as a teaching learning tool, assess the perception of students and faculty towards flipped classroom methodology. Methods: The study was conducted with 157 students and 12 faculty members. A pre-validated questionnaire was given to the students and the faculty. The data was analyzed using SPSS version 28 and expressed as frequencies and percentages. A post - test was conducted after two weeks following the session. Results: 157 students of Phase II MBBS and 12 faculty members submitted their response. 91.72 % students strongly agreed that flipped classroom promotes motivation, learning and understanding of the course material. 87.90% of students felt that flipped classroom should be followed by other subjects also in the MBBS curriculum. 92.99% of the students wanted other lesson plans to be conducted through flipped classroom. 100% students agreed that the facilitators were able to engage the students in the in-class activities. 92.35% of students opined that teachers clarified the doubts, provided feedback and assessed learning. 91.67% of the faculty was motivated to introduce flipped classroom. 100% responders believed that interaction with students in the class had increased to a great extent with this methodology. 91.67% of the faculty believe the in-class time is more utilized for higher order thinking skills. Conclusion: Flipped classroom approach has the potential to promote student centered self directed active learning, connects teacher and students and allows them to share information and promotes higher order thinking skills.
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Copyright (c) 2025 Sandhya Panjeta Gulia, Manish Gulia, Harendra Kumar
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