Effectiveness of the flipped classroom versus symposia in teaching parasitology for Phase 2 MBBS students

Abstract

Introduction: The Flipped classroom (FCM) concept inverts the teaching
experience. Symposia were the conventional method used for teaching parasitology
for Phase2 MBBS in our institution. The decrease in the duration of Phase 2 MBBS
demands the need for a novel method for teaching parasitology with less class hours.
Objectives: The primary objective was to compare the effectiveness of flipped class
room over symposia in improving the learning outcome in parasitology of phase 2
MBBS students as assessed by post test scores.
The secondary objective was to analyse the perception of students regarding the use
of flipped classroom method and symposia in parasitology classes.
Methodology: It is a quasi experimental 2 group comparison cross over study with
the minimum sample size of 30 students each in both groups with 6 cycles of
intervention. There was crossover of the group after 3 cycles.
Result: The data collected that is post test score and feed back by Likert’s scale was
analysed using SPSS software version 25. Marks obtained in Flipped classroom and
Symposium was checked for normality using Kolmogorov-Smirnov and Shapiro
Wilk test and the distribution was found to be normal. So paired t test was used to
compare the two. p value was found to be <0.001. The mean (SD) of flipped
classroom and symposia were 6.7(1.07) and 4.8(1.5) respectively. The results of the
feedback was expressed in percentages
Conclusion: The Flipped classroom was found to be more effective than symposia in
improving the learning outcome of Phase2 MBBS students in Parasitology as
assessed by Post test score. However there was statistically significant association
between the two modes of class in only two questions related to choice of correct lab
test and the time consumption of the class.