Affiliation:
1. Department of Physiology, Government Medical College and Hospital, Chandigarh, India
Abstract
We conducted a study to find if flipped teaching model improves the learning of medical undergraduate students and assess students’ perceptions. There was no difference in marks obtained by students taught with either flipped or traditional methods. The reasons for this could be differences in the level of learner, prior exposure, or learner readiness for active learning. Since students prefer the flipped method of classroom teaching, it is feasible to adopt it in the Indian classroom.
Publisher
American Physiological Society
Subject
General Medicine,Physiology,Education
Cited by
1 articles.
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