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neuroanatomy course and evaluate the effect on their performance in the end
Methodology: This study was conducted at the Department of Anatomy, Liaquat
University of Medical & Health Sciences for the academic session 2014.
Neuroanatomy was chosen to evaluate the flipped classroom model for second
year medical students. Three hundred and forty fourth semester medical
students attended course. Students were divided into six groups and course
contents were delivered into traditional lectures followed by flipping the small
group classes. In lectures teacher delivered the topics with the help of multimedia
and in flipped class students were encouraged to participate actively.
They were provided case scenarios and teaching material before scheduled
class. Students' perceptions were assessed by asking them to fill questionnaires.
The post unit test was conducted to evaluate the effectiveness of this
Results: Ninety-six percent of students believed that the flipped classroom
approach was better in targeting learning objectives than the conventional
teaching, 95% thought that the work-sheet with questions provided before
class enabled a better understanding of the subject and 85% were of the
opinion that the flip class approach was useful to understand the anatomical
basis of neurological problems. The unpaired t test showed highly significant
differences between the post unit test scores of this batch in comparison to
previous batch who were only taught neuroanatomy with traditional teaching
Conclusion: Student response to the flipped classroom structure was very
positive, signifying the importance of this approach as attractive method to
pursue in future years for medical studies.
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