Comparison of performance of medical students between two teaching modalities “Flip the classroom” and traditional lectures: A single center educational interventional study

  • Fadwa Taher Umm-al-qurra University, Makkah
  • Bayan Hafiz Department of laboratory Medicine and Pathology, King Abdul-Aziz Medical City, Jeddah, Saudi Arabia
  • Taghreed Alnajjar Department of Ophthalmology, Security Forces Hospital, Riyadh, Saudi Arabia.
  • Bayan Almehmadi Department of Pediatric Medicine, Prince Sultan Military Medical City, Riyadh, Saudi Arabia.
  • Bayan Besharah Department of Otorhinolaryngology Head & Neck Surgery, King Fahad Armed Force Hospital, Jeddah, Saudi Arabia.
  • Abdulrahim Gari Department of Obstetrics and Gynecology, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia. Obstetrics and Gynecology department, King Faisal special hospital and research center, Jeddah, Saudi Arabia.
  • Yasir Katib Department of Obstetrics and Gynecology, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia. Obstetrics and Gynecology department, Sulaiman Faqih hospital, Jeddah, Saudi Arabia
Keywords: Gynecology, Medical student, Obstetrics

Abstract

Objectives: This study aims to compare the students’ performance in Obstetrics and Gynecology by using two teaching modalities, i.e., Flip the classroom (FTC) compared to Traditional lectures (TL) among final year medical students and assessment of the students’ satisfaction towards FTC as learning modality.

Methods: An educational interventional study was conducted on 136 females final year medical students at Umm Al-Qura University, Makkah, Saudi Arabia from September to December; 2017. Out of 40 core topics of Obstetrics and Gynecology, eight were chosen for FTC and eight for TL. The performance in each teaching modality was assessed by comparing the score of the students in multiple choice question (MCQ) and objective structured clinical examination (OSCE) in the final examination. The final performance was compared between the FTC and TL selected topics. The data was analyzed by using SPSS version 16 (SPSS Inc., Chicago, IL, USA).

Results: MCQ and OSCE grades of students (n=136) were significantly higher in FTC versus TL topics, i.e., mean ± standard deviation (13.4 ± 2.7 vs. 12.3 ± 2.4; p < 0.001) and (33.9 ± 4.3 vs. 30.4 ± 4.7; p < 0.001), respectively. Almost 60% of the students expressed their satisfaction with FTC modality.

Conclusion: Scores were significantly high for Flip the classroom topics compared to Traditional lectures.

doi: https://doi.org/10.12669/pjms.36.5.2730

How to cite this:
Tahir F, Hafiz B, Alnajjar T, Almehmadi B, Besharah B, Gari A, et al. Comparison of performance of medical students between two teaching modalities “Flip the classroom” and traditional lectures: A single center educational interventional study. Pak J Med Sci. 2020;36(5):958-964. doi: https://doi.org/10.12669/pjms.36.5.2730

This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Published
2020-06-26
How to Cite
Taher, F., Hafiz, B., Alnajjar, T., Almehmadi, B., Besharah, B., Gari, A., & Katib, Y. (2020). Comparison of performance of medical students between two teaching modalities “Flip the classroom” and traditional lectures: A single center educational interventional study. Pakistan Journal of Medical Sciences, 36(5). https://doi.org/10.12669/pjms.36.5.2730