Efficacy of Flipped Classroom and Didactic Lecture Approaches in Undergraduate Respiratory Medicine Education.

Pandey, Ramesh; Mishra, Satyendra; Sahu, Manoj; Saad, Talha; Mishra, Nitu; Saxena, Saumya

ABSTRACT: Background: This study used a mixed-methods design, analyzing quantitative pre- and post-assessment scores alongside qualitative student feedback. Undergraduate students in Respiratory Medicine were randomly assigned to either the Flipped Classroom or Didactic Lecture groups. Method: The study compares the effectiveness and perceived impact of the Flipped Classroom versus Didactic Lecture approaches in Undergraduate Respiratory Medicine Education. Results: The Flipped Classroom group showed significantly higher post-assessment scores and positive feedback, highlighting increased engagement, collaborative learning, and self-directed study. Conclusion: The study supports the effectiveness of the Flipped Classroom over traditional lectures, emphasizing active student involvement and personalized learning in Respiratory Medicine education.

FLIPPED classrooms; SELF-contained classrooms; UNDERGRADUATE education; COLLABORATIVE learning; UNDERGRADUATES

Journal of Pharmacy & Bioallied Sciences, 2024, Vol 16, pS3547

0976-4879

Academic Journal

10.4103/jpbs.jpbs_1024_24