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ORIGINAL ARTICLE
Year : 2020  |  Volume : 13  |  Issue : 6  |  Page : 608-614

A comparative study of telemedicine-assisted traditional teaching classes and flipped classroom-assisted self-directed learning sessions during COVID-19 pandemic among first MBBS students in Burdwan Medical College: A pilot study


1 Department of Physiology, Burdwan Medical College, Burdwan, West Bengal, India
2 Department of Pharmacology, Burdwan Medical College, Burdwan, West Bengal, India
3 Department of Community Medicine, Calcutta Medical College, West Bengal, India
4 Department of Physiology, Lady Hardinge Medical College, Delhi, India

Correspondence Address:
Ayan Goswami
Krishnasayar South, Borehat, Burdwan, Purba Bardhaman - 713 102, West Bengal
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/mjdrdypu.mjdrdypu_397_20

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Background: Burdwan Medical College is one of the 212 medical colleges included under National Knowledge Network (NKN), and we use telemedicine platform for imparting medical education. COVID-19 pandemic has brought a sudden change in education across the globe. Medical colleges in India also started online medical teaching since nationwide lockdown from March 24, 2020. Aim: The aim of the study was to compare the impact telemedicine-assisted traditional teaching classes and flipped classroom (FC)-assisted self-directed learning (SDL) sessions among first MBBS students in Burdwan Medical College. Materials and Methods: This pilot study was conducted in a time span of 4 months after obtaining institutional ethical clearance. Two hundred medical students enrolled in the first year participated in this study. The study was conducted in the Department of Physiology. Traditional interactive classes were conducted and these were also shared with other institutions under NKN. Students of Burdwan Medical College were present physically in these classes. Multiple choice questions (MCQ) examinations were conducted to assess knowledge of the students of Burdwan Medical College prior to and after attaining the classes. After the nationwide lockdown, our students had to leave the institution and continue studies online. We were also unable to assess telemedicine-assisted sessions from March 24, 2020 onward. Hence, we started flipped classroom-assisted self-directed learning as the mode of teaching during this period. For these sessions also, MCQ examinations were conducted to assess knowledge of students before and after the teaching learning sessions. Two surveys were conducted to get feedback from students. Results: The students were more satisfied with telemedicine-assisted traditional classes. Academic activities carried by majority of students was 5 h or more. There was no statistically significant difference in performance between telemedicine-assisted traditional lecture classes and FC-assisted SDL in pretest sessions (45.83 ± 20.45 vs. 44.74 ± 17.1; P = 0.67). Students performed significantly better in posttest sessions (61.04 ± 12.75 vs. 45.83 ± 20.45; P < 0.0001**) as compared to pretest sessions in telemedicine-assisted traditional interactive lecture classes. There was no statistically significant difference in performance between telemedicine-assisted traditional lecture classes and FC-assisted SDL in posttest sessions (61.04 ± 12.75 vs. 61.51 ± 13.57; P = 0.74). Students performed significantly better in posttest sessions (61.51 ± 13.57 vs. 44.74 ± 17.1; P < 0.0001**) as compared to pretest sessions in FC-assisted SDL sessions. Conclusions: FC-assisted SDL is equally an effective tool as telemedicine-assisted traditional interactive lecture classes in teaching physiology to undergraduate medical students and may be taken into consideration in future teaching–learning program. Flipped classroom-assisted SDL may be used as an alternative in teaching–learning methodology as it is equally an effective tool as telemedicine-assisted traditional interactive lecture classes in physiology.


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