Open AccessEFFECTIVENESS OF FLIPPED SMALL GROUP TEACHING IN UNDERSTANDING PRACTICAL KNOWLEDGE IN MICROBIOLOGY
Author(s) -
Swapna Kanade,
Gita Nataraj
Publication year - 2021
Publication title -
paripex indian journal of research
Language(s) - English
DOI - 10.36106/paripex/3811326
Subject(s) - flipped classroom , class (philosophy) , test (biology) , mathematics education , session (web analytics) , medical education , surprise , psychology , medicine , computer science , social psychology , artificial intelligence , biology , paleontology , world wide web
Flipped Classroom is a new technique used in teaching.This study is conducted to determine if a flipped small groupdiscussion is an effective learning method for undergraduates learning clinical microbiology,as compared to traditionalpractical class in achieving improved understanding, retention and greater satisfaction in the students and to evaluatethis system through student feedback.The study was initiated after Institutional Ethics Committee's approval.Materials were developed and validated beforecommencement of the study.A total of 144 students were included in the study.A 45-minute lecture by a faculty on theselected topic was taken for all the students after which the students were randomly assigned to the groups A or B asfollows: Group A: Flipped small group teaching, Group B:Traditional practical class.Validated material of the practicalclass was send to students of group A one day before of practical class by email.The same was also made available toteachers.Flipped small group teaching and traditional practical class was conducted on the same day for group A and Brespectively. After the session, the students administered the performance test as well as the feedback form. Surpriseperformance test was re-administered to the same students at the end of 15 days to test for subject retention.Results:Significant increase in the marks of the performance test was observed in the group “A“ students as comparedto group B students in both first and second test. The feedback given by the students about subjective learningexperiences in terms of the enjoyment of the new technique, attention, comfort, and increase in the confidence,participation and whether they would like further learning using the same format definitely had a higher score in GroupsA compared with Group BConclusions: Use of Flipped classroom approach in health education yields a statistically significant improvement inlearner performance compared with traditional teaching methods.Use of mobile phone or computer is more acceptableto the students than traditional didactic approach