ROLE OF FLIPPED CLASSROOM METHOD IN SHORT AND LONG TERM RETENTION IN ANATOMY

Introduction: Medical education is changing towards more flexible, effective, active and student-centered teaching strategies that reduces the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom method in medical education is at its early stage and little is known about its effect on students learning in relation to short and long-term retention of the topics. Aims: The present paper aims to study the comparative effect of traditional and flipped classroom method on short-term and long-term memories of first MBBS students in Anatomy with the aid of technology to promote learning. Materials and methods: 50 first year MBBS students were subjected to traditional and flipped classroom module separately. Immediate assessments were done at the completion of the module. Followed by a gap of 2 months, the students were again assessed on the content taught in the module as a part of formative assessment. The data so obtained was compared and analyzed statistically. Result: The assessment scores showed differences between the two methods of teaching in short as well as long term. The flipped classroom method was observed to have significant long-term retention which was evident by assessment scores. Conclusion: The study concludes that flipped classroom method serves as an advantageous tool and motivating factor for effective learning, understanding and retention of conceptual and factual anatomical content. Keywords: Traditional classroom, flipped classroom, teaching learning method

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Being Suspicious of the Sense of Ease and Undeterred by the Sense of Difficulty: Looking Back at Schmidt and Bjork (1992)

Perspectives on Psychological Science ◽

10.1177/1745691617690642 ◽

2018 ◽

Vol 13 (2) ◽

pp. 146-148 ◽

Cited By ~ 15

Author(s):

Robert A. Bjork

Keyword(s):

Verbal Learning ◽

Training Needs ◽

Term Retention ◽

New Concepts ◽

Rate Of Learning ◽

Long Term Retention ◽

Experimental Findings ◽

Teaching Learning ◽

And Training

Richard Schmidt and I titled our article “New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training” to reflect our view that prevailing ideas about how to optimize teaching, learning, and practicing were, in our words, “at best incomplete, and at worst incorrect.” We argued that teachers and trainers were susceptible to being misled by two commonsense assumptions—namely, that procedures that enhance performance during training are the procedures of choice and that the context of training needs to match in detail the posttraining context that is the target of training. A variety of then-recent experimental findings challenged both assumptions and demonstrated, in particular, that procedures posing certain difficulties and appearing to slow the rate of learning often enhanced long-term retention and transfer of to-be-learned skills and knowledge. Given the parallel nature of such findings for both motor and verbal learning, we concluded that principles of considerable generality could be deduced to upgrade teaching and training.

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