Abstract:
Objective: To determine the effectiveness of teaching through flipped classroom model on learning and acceptability of undergraduate medical students in their radiology clerkship. Study Design: Quasi-experimental design. Place and Duration of Study: Radiology Department, The Aga Khan University Hospital, Karachi, from July to September 2018. Methodology: Two groups (A and B) of third year medical students during their two weeks radiology clerkship were included. The topic of "chest X-ray" interpretation was presented in the flip classroom format to group B, while for the group A the same topic of chest X-ray was taught by traditional didactic lecture. The scores of the end of clerkship test of both groups were analysed using independent sample t-test. At the end of the clerkship, the students in group B completed the survey to share their experience and perception of flipped classroom model. Results: A total of 40 third-year students participated in the study, 20 in each group. The mean test scores in the end of rotation test of group A was 7.3 and of group B was 7.2. No significant difference in the post-test scores was observed. Students' feedback on the experience of this pedagogical approach was positive and they also shared a few suggestions. Conclusion: Flipped classroom model had no significant impact on the end of clerkship test scores of medical students; however, an increased perceived value and acceptability of this model was noted by the participants.
