Efficacy of Flipped Classroom and Didactic Lecture Approaches in Undergraduate Respiratory Medicine Education
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 compa...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2024-12-01
|
| Series: | Journal of Pharmacy and Bioallied Sciences |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/jpbs.jpbs_1024_24 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | 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. |
|---|---|
| ISSN: | 0976-4879 0975-7406 |