ISSN: 2577-4360
Authors: Sai Sailesh Kumar Goothy*, Archana R and Mukkadan JK
Context: There is a strong need to implement an effective teaching learning method to make the student to apply the knowledge that was acquired to be an efficient medical professional in the future.Hence, the current study was undertaken to observe the effectiveness of flipped class and mind mapping in teaching Basic sciences to Postgraduate Dental students. Materials and methods: The present study was a Descriptive cross-sectional study. 36 Male (n=14) and female (n=22) MDS students who were willing to participate voluntarily were included in the study after obtaining the written informed consent. The topic for flipped class was blood pressure in physiology and tongue in anatomy. MCQ and mind mapping test was conducted before and after the flipped class model.One way ANOVA was used to observe significance of difference of the scores of pre and post-test. P value less than 0.05 was considered as significant. The perceptions of students were expressed as frequency and percentages. Results: There was significant improvement in both the MCQ and mind mapping scores of physiology (P<0.01) and anatomy (P<0.001) followed by flipped classroom model. There was a highly positive feedback by the majority of students on flipped class and mind mapping. Conclusion: As there is a gradual shift of medical education scenario from passive to active, it is the need of time to consider the latest teaching techniques which are apt for teaching the present generation students whose attention span was limited and happier to use the electronic gadgets. Both flipped class and mind mapping helps the students to apply the knowledge they have acquired and also to remember and recall the subject easily. Hence, these methods can be incorporated as a part of regular curriculum in both undergraduate and postgraduate teaching.
Keywords: Mind Mapping; Flipped Class; Higher Order Thinking Skills; Postgraduate Dental Students; Basic Sciences
