Effect of Flipped Classroom Along with 3D Atlas in Undergraduate BDS Students' Anatomy Education
DOI:
https://doi.org/10.51253/pafmj.v76i5.12560Keywords:
Anatomy, Flipped Classroom, Medical education, Medical students, Multiple-choice questions, 3D ATLASAbstract
Objective: to analyse the effect of Flipped classroom with the use of 3D atlas as a positive impact on the active learning of anatomy in undergraduate dental students.
Study Design: Quasi-Experimental study.
Place and Duration of Study: Margalla Institute of Health Sciences, Rawalpindi, Pakistan from Aug to Sep 2023.
Methodology: There were 75 first-year BDS students who were randomly assigned to one of two Groups (4 were excluded): one Group got the standard classroom instruction (n=35), and the other Group got the flipped classroom with 3D atlas (n=36). Prior to the classes, there was a pre-quiz, and afterwards, there was a post-quiz. Final evaluation was based on 25 multiple-choice questions. We compared the scores from each Group. In order to assess views and experiences, a questionnaire with a 5-point Likert scale was utilised.
Results; Out of seventy-five students, four students were absent, therefore, they were excluded from the study. Forty-one (57.7%) students had less or equal to 12 marks or fail in pretest while in after test ten (27.0%) students failed. Moreover, 25 (35.2%) students had 13 to 16 marks in pretest and 5(13.5%) had 13 to 16 marks in posttest. Furthermore, only 5(7.0%) Students had >16 marks in pretest whereas after flipped class, 22(59.5%) Students scored >16 which is significantly increased as p-value <0.001.
Conclusion: This study demonstrates that flipped classrooms are successful for teaching anatomy, since they led to a small but statistically significant increase in the number of students passing.
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