Does the Flipped Classroom Method Enhance the Learning of Undergraduate Medical Students: A Review

Article by Arulsamy Anand   Vice Chancellor, Texila American University, East Bank Demerara, Guyana  Email: vc@tau.edu.gy
Texila International Journal of Basic Medical Sciences Volume 4, Issue 1, June 2019

Abstract
Objective: There has been a remarkable transformation in medical education, more so with the advent of technology into education and also because of the certain regulatory bodies’   requirements. One among the transformation is the flipped classroom method. More and more schools have started to use flipped classroom (FC) teaching approach in an effort to enhance  student’s  active engagement in learning. The aim of this review is to examine the efficacy of the FC model over traditional lecture method .

Methods:  A literature search was conducted using the major electronic databases on researches  published from 2016 to 2018.  Peer‐reviewed   papers were screened and reviewed according to explicit inclusion criteria. A total of 426 study were sourced and out of which only 18 were chosen for the review and analysis based on the inclusion and exclusion criteria

Results: Out of the 18 study chosen study 10 of them explicitly stated that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods, however 8 studies stated that FC did not have significant advantages over the lecture methods rather reported more burden and pressure than those from the traditional lectures

Conclusion: Flipped classroom teaching and learning pedagogy is one of the effective ways of enhancing student engagement and learning, however, this would be more effective only if students are motivated and as such FC does not seem to address the less motivated and thereby engagement of the students is likely to be the same as in other traditional methods.

Keywords:  flipped classroom, learning methods. Lecture-based,  student’s  engagement.

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