Flipped Classroom Teaching and Learning Improves Dental Students Performance in Pharmacology

Introduction and Aim: Flipped classrooms learning refers to teaching and learning activities where students watch a lecture video outside the class and have hands-on activities in the class. There is growing concern among medical and dental educators that conventional modes of teaching neither create interest in students nor imparts a life-long respect for learning. The aim of this study was to measure the effectiveness of a conventional teaching method versus a flipped classroom methodology in pharmacology. Materials and Methods: The present study was planned for 2nd year professional Bachelor of Dental Surgery students (n=278) studied pharmacology between the years 2015-2017. We have introduced a flipped class based pharmacology teaching and learning from the year 2016 onwards. The annual student's performance in the pharmacology exam for the years 2015 (conventional teaching methodology), 2016 and 2017 (flipped class teach methodologies) was obtained and analyzed using Grpah Prad Prism software version 5.00. Results: The average marks obtained after implementing flipped classes for the years 2016 and 2017 are 147.6 ± 1.28(p<0.6066) and 154.95 ± 1.015 (p<0.0973) respectively as compared to conventional teaching methodology in the year 2015 (147.7±1.228). The average marks and distinctions secured by the students belong to 2017 flipped class learning batch was increased when compared to students with conventional teaching methodologies 2015 batch. Conclusion: This study suggests that flipped class learning is a contemporary model to be applied in teaching-learning activities for higher education.