Anonymous Audience Response Technology in Image-Based Quiz (IBQ) Neuropathology Lecture for Undergraduate Pre-clinical Medical Students: a Comparison with Traditional Lectures

Lecture has historically been a core method used for content delivery in healthcare profession education. However, lecture attendance has decreased within the recent generations of students. The current study focus was to assess the medical and nursing students’ perceptions regarding lecture attendance. To assist with this, second year medical (110/320) and nursing students (95/215) were requested to answer a 10-item survey. The results show that the top reasons why medical and nursing students attended lectures, respectively included: “lectures were mandatory” (81.8% and 68.8%), “socializing with peers” (68.2% and 30.1%), and “professor emphasized important points” (67.3% and 90.3%). While some reasons for students not attending lectures were that the lecture format was not effective (63.5% and 67.7%), students preferred to use recordings of the lectures (43.3% and 18.1%). Overall, 64.6% of medical students and 63.4% of nursing students agree that traditional lectures are an effective way of learning. Sixty two percent of medical students (62% n=68) of medical students stated that traditional lectures is their preferred method of learning compared to flipped classroom (27%), small group learning (30%), and online learning (31%). While (39%) of nursing students stated that traditional lectures is their preferred method of learning compared to flipped classroom (21.5% ), small group learning (3.2%), and online learning (7.4%). The results suggest that there is variability in students’ preferred learning style. While some prefer the face-to-face interaction with the professor, other students favour studying at their own pace. The majority of medical and nursing students think traditional lectures continue to play a major educational role.

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Comparison of performance of medical students between two teaching modalities “Flip the classroom” and traditional lectures: A single center educational interventional study

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.36.5.2730 ◽

2020 ◽

Vol 36 (5) ◽

Author(s):

Fadwa Taher ◽

Bayan Hafiz ◽

Taghreed Alnajjar ◽

Bayan Almehmadi ◽

Bayan Besharah ◽

...

Keyword(s):

Medical Students ◽

Obstetrics And Gynecology ◽

Single Center ◽

Interventional Study ◽

Creative Commons ◽

Final Performance ◽

Traditional Lectures ◽

Teaching Modality ◽

Students Satisfaction ◽

Open Access Article

Objectives: This study aims to compare the students’ performance in Obstetrics and Gynecology by using two teaching modalities, i.e., Flip the classroom (FTC) compared to Traditional lectures (TL) among final year medical students and assessment of the students’ satisfaction towards FTC as learning modality. Methods: An educational interventional study was conducted on 136 females final year medical students at Umm Al-Qura University, Makkah, Saudi Arabia from September to December; 2017. Out of 40 core topics of Obstetrics and Gynecology, eight were chosen for FTC and eight for TL. The performance in each teaching modality was assessed by comparing the score of the students in multiple choice question (MCQ) and objective structured clinical examination (OSCE) in the final examination. The final performance was compared between the FTC and TL selected topics. The data was analyzed by using SPSS version 16 (SPSS Inc., Chicago, IL, USA). Results: MCQ and OSCE grades of students (n=136) were significantly higher in FTC versus TL topics, i.e., mean ± standard deviation (13.4 ± 2.7 vs. 12.3 ± 2.4; p < 0.001) and (33.9 ± 4.3 vs. 30.4 ± 4.7; p < 0.001), respectively. Almost 60% of the students expressed their satisfaction with FTC modality. Conclusion: Scores were significantly high for Flip the classroom topics compared to Traditional lectures. doi: https://doi.org/10.12669/pjms.36.5.2730 How to cite this:Tahir F, Hafiz B, Alnajjar T, Almehmadi B, Besharah B, Gari A, et al. Comparison of performance of medical students between two teaching modalities “Flip the classroom” and traditional lectures: A single center educational interventional study. Pak J Med Sci. 2020;36(5):---------. doi: https://doi.org/10.12669/pjms.36.5.2730 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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