Document Type : Original Article


Department of Basic Medical Sciences, Majmaah University, Al Majma’ah, Saudi Arabia


BACKGROUND: With recent changes in the curriculum of bachelor of medicine and bachelor of
surgery  (MBBS) course to meet the global trends and to fulfill the standards expected from an
Indian medical graduate, introduction of newer teaching methodologies becomes mandatory. The
usage of flipped classroom (FCR) in medical education has always been rewarding. This study was
to evaluate the effectiveness of FCR as a teaching method in comparison with traditional lectures
in histology sessions in Sri Ramaswamy Memorial (SRM) Medical College Hospital and Research
Centre, Chennai, Tamil Nadu, India.
MATERIALS AND METHODS: This interventional study was conducted among the 1st year MBBS
students in SRM Medical College Hospital and Research Centre for a period of 1 year (2018–2019
academic year). The histology sessions were taught using both traditional lectures and FCR
methodology. Pre‑  and posttests were conducted for each traditional and FCR session with ten
multiple‑choice questions pertaining to that topic. Students’ performance was assessed by paired
t‑test (for pre‑ and posttest comparisons) and independent t‑test (for traditional and FCR posttest
mark comparison) using SPSS software version 26. A feedback survey based on Likert scale was
also conducted on the students and was analyzed. P < 0.05 was considered statistically significant.
RESULTS: Posttest marks had statistically significantly improved when compared to pretest
marks (P  <  0.0001) in both traditional and FCR teaching methods. Comparison of posttest
marks showed statistically significantly higher marks in FCR when compared to traditional
teaching (P < 0.0001). Similarly, students’ feedback survey showed that FCR benefitted the students
in achieving the competency required.
CONCLUSION: FCR methodology of teaching histology had a very impressive outcome and the
students’ perception was very positive.


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