Premium
The Lecture is Not Dead: Combined Peer Assisted Flipped Class, an Alternative to Classical Lecture in Basic Medical Education
Author(s) -
Waly Nermien,
Shawky Noha Osama,
El-Bab Mohamed Fath
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.05346
Subject(s) - attendance , class (philosophy) , flipped classroom , presentation (obstetrics) , reading (process) , medical education , mathematics education , peer instruction , psychology , computer science , medicine , peer learning , surgery , economics , artificial intelligence , political science , law , economic growth
PURPOSE Student engagement at lectures is declining especially at those of of basic sciences. The main method of Physiology teaching, in our settings, is the lecture. It has been increasingly challenging to employ new educational methodologies in teaching physiology for several economical and technical reasons. Our objective was to enhance lecture attendance and increasing student engagement in physiology lectures. METHODS combined peer assisted learning (PAL) and flipped classroom (FC) strategies (PAFC) was employed in the teaching of neurophysiology course for second year medical students. Course Material and reading assignments were provided ahead of class on instructor and departmental websites. Twenty Students participated in lectures preparation and presentation under instructor’s supervision. Class members participation was conducted via pre‐class reading assignments, in class discussions and instructor guided questions. Method evaluation was conducted using both course surveys, quizzes, end of course evaluations and lecture attendance. RESULTS lecture attendance showed about 30 % increase compared to anatomy class conducted in classical lecture format. Course surveys revealed a 77% of students were satisfied with the new methodology while 23% preferred the traditional method. All PAFC participants expressed their positive feedback when interviewed after the course had ended and their comments was documented. End of course evaluations showed that class results were Comparable to anatomy course taught in traditional method (same class and conducted at the same time). CONCLUSION In conclusion, PAFC can be beneficial in teaching basic science courses for medical students. It can enhance lecture attendance and student satisfaction. Also, it can provide an affordable alternative method to improve medical education in institutes with limited resources.