Evidence map›Paper›PMID 35035403›Full record

ArticlePakistan journal of medical sciences

An insightful estimation of undergraduate medical students' experience about the Flipped Classroom.

Hamza Mohammad Abdulghani, Kamran Sattar, Tauseef Ahmad, Dost Muhammad Halepoto, Ashfaq Akram

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pakistan journal of medical sciences. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Hamza Mohammad AbdulghaniHamza Mohammad Abdulghani Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Kamran SattarKamran Sattar Department of Medical Education, Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia. College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Tauseef AhmadTauseef Ahmad Department of Medical Education, Department of Computer Science and Engineering, NIMS University, Jaipur, Rajasthan, India. College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Dost Muhammad HalepotoDost Muhammad Halepoto Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
Ashfaq AkramAshfaq Akram Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

BACKGROUND AND

objectiveThe Flipped Classroom (FC) approach has become increasingly predominant and popular in medical education. This study aimed to explore the usefulness and the scope of FC based on medical students' experience, with their adaptation challenges.

methodsThe present study was a mixed-method accomplished during the academic years 2019-20, involving fourth-year students at the College of Medicine in Riyadh, Saudi Arabia. A self-administered questionnaire was used to seek their first experience and opinion of the FC.

resultsA total of 234 questionnaires were distributed to the students, and 214 students completed the survey (response rate of 91.45%). Out of this total, 68.2 % were males and 31.8% were females. Most of the students agreed 156 (72.9%) that the flipped classroom was more engaging than the traditional lecture, among them 100 (68.5%) males and 56 (82.3) females agreed. Almost ~79% of students liked FC as it enabled them knowing the material in advance, and the class time was spent clarifying the facts and principles with active interaction, as commented during focus group discussion

conclusionThe results showed that the students like the FC more than the conventional classroom. Suggestions were given by students to improve the active learning sessions within the FC modality.

Indexed as

Flipped ClassroomMedical StudentOnline learningUndergraduate

Identifiers

PMID35035403
PMCPMC8713203

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.