Currently submitted to: JMIR Medical Education
Date Submitted: Oct 1, 2019
Open Peer Review Period: Oct 1, 2019 - Nov 26, 2019
(closed for review but you can still tweet)
NOTE: This is an unreviewed Preprint
Warning: This is a unreviewed preprint (What is a preprint?). Readers are warned that the document has not been peer-reviewed by expert/patient reviewers or an academic editor, may contain misleading claims, and is likely to undergo changes before final publication, if accepted, or may have been rejected/withdrawn (a note "no longer under consideration" will appear above).
Peer-review me: Readers with interest and expertise are encouraged to sign up as peer-reviewer, if the paper is within an open peer-review period (in this case, a "Peer-Review Me" button to sign up as reviewer is displayed above). All preprints currently open for review are listed here. Outside of the formal open peer-review period we encourage you to tweet about the preprint.
Citation: Please cite this preprint only for review purposes or for grant applications and CVs (if you are the author).
Final version: If our system detects a final peer-reviewed "version of record" (VoR) published in any journal, a link to that VoR will appear below. Readers are then encourage to cite the VoR instead of this preprint.
Settings: If you are the author, you can login and change the preprint display settings, but the preprint URL/DOI is supposed to be stable and citable, so it should not be removed once posted.
Submit: To post your own preprint, simply submit to any JMIR journal, and choose the appropriate settings to expose your submitted version as preprint.
Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates
Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education.
The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India.
In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods.
In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%.
Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.
Request queued. Please wait while the file is being generated. It may take some time.
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.