Background: With the vast heterogeneity of teaching methods, there remains a dilemma on what works best for teaching medical students. Keeping this in mind, we have conducted a qualitative study on flipped classroom technique-an active learning method. Active teaching learning strategies are learner oriented, helps students in application, analysis, evaluation and synthesis of knowledge.
Methods: This study was conducted at a Tertiary care hospital in North India over a period of 2 months, amongst 2nd year undergraduate medical students attending classes in the Department of Obstetrics and Gynaecology. In a weekly class for 25 students, 6-7 were randomly selected for active learning sessions. Every week a different set of students were taken. 50 students from a class of 150 were enrolled for the sessions.
The initial 60 minutes was given to read the assigned topics, in the next 60 minutes relevant discussion on clinical aspects and application was done and a feedback form was filled by the students. It consisted of questions on usefulness of the session, content and overall performance based on four level rubric grading system. Data was entered into Microsoft Excel sheet and analyzed on the basis of frequency distribution.
Conclusions: Active teaching learning based on Flipped classroom pattern finds good satisfaction amongst students.