The Effectiveness of Flipped Classroom On 3rd Year Students of Oral Medicine Subject to Achieve the Learning Outcome: Flipped Classroom On 3rd Year Students of Oral Medicine

Suneel  Kumar; Ambreen  Usmani

doi:10.54393/pjhs.v3i07.397

Authors

Suneel Kumar Liaquat University of Medical & Health Sciences, Jamshoro
Ambreen Usmani Department of Health Sciences, Bahria University Medical and Dental College, Karachi, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v3i07.397

Keywords:

3rd Year BDS, Oral Medicine, Flipped Classroom

Abstract

In the flipped learning technique, the lesson content is supplied to students prior to the actual class, often in an online form, as background knowledge to prepare for the face-to-face time. In this approach, it puts students in an active learning situation, including them in the learning process prior to class. Objective: To determine the efficacy of flipped classroom in achieving learning objectives in third-year BDS students studying Oral Medicine. Methods: This study was conducted in Department of Oral Medicine, Institute of Dentistry, LUMHS, Jamshoro. Study was conducted from November 20^th 2021 to February 21^st 2022. The third-year BDS students of Oral Medicine (100 students) were categorized into two groups (Group-A traditional teaching method n=50 and Group-B flipped classroom teaching method n=50). The pre-test and post-test were conducted. Results: Around 60% of the students were satisfied that the instructions for the pre-class preparation were clear but 20% remain neutral. Around 40% agreed that the teaching schedule allow enough time to prepare for the class and 20% were strongly agreed but 40% remained neutral. In terms of post-test scores in both teaching methods, flipped method technique showed a significantly higher 8.45±0.30 versus the traditional method technique of 5.83±0.17 (p-<0.001). Conclusion: Third Year BDS students of oral medicine identified flipped learning as a dynamic student-centered technique for teaching

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