1. Challenges for implementation of flipped classroom
Dr. Viveka S
Associate Professor,
Department of Anatomy,
Azeezia Institute of Medical Sciences, Kollam
Dr. Vijay Sagar,
Professor and head
Department of Anatomy,
Ramachandra Medical University, Chennai
Dr. Prakash K G,
Professor and head
Department of Anatomy,
Azeezia Institute of Medical Sciences, Kollam

2. What is Flipped classroom?
Flipped classroom is a form of blended learning in which student learns new content online by watching video lectures, usually at home, at his will. What used to be the home work or expected integration or assigned problems are done in class with teachers offering more personalised guidance and interaction with students, instead of lecturing

3. Objectives
To evaluate effectiveness of flipped classroom for teaching anatomy
To evaluate possible hindrances during implementation

4. Need for the study
Flipped classroom for teaching clinical neuroanatomy concepts
Using videos available online
JIPMER, June 2015

5. Methodology
Study population: First year medical students of Azeezia Institute of Medical Sciences and Research, Kollam.
Study period: May and June 2015
Sample size: All first year medical students – 100.
Inclusion criteria: All students with access to internet – whereby they can view the videos and teaching material online before class.
Exclusion criteria: students who remain absent for any class (even single class) during the study.

7. Preparation for flipped classroom teaching
Evaluation
Classroom activity
Preparation for flipped classroom teaching

8. Results
92 students

10. Challenges of flipped classroom concept
Screenshot of the Whatsapp group information on the morning of the classroom activity, showing
"26 remaining" indicating that students have not seen that post - even though it is delivered
Screenshot of the Whatsapp group info for sharing media files used in flipped classroom

11. Challenges of flipped classroom concept
Not Downloaded
But completed worksheet
Not viewed
Downloaded
Viewed
Admitted that videos were not engaging

12. Content creation Clarity
Challenges of flipped classroom concept
Content creation
Clarity

13. Discussion
Flipped classroom - new buzzword in teaching learning methods
Few studies in medical education
Massive Open Online Course – MOOC
Free Open-Access Med(ical ed)ucation – FOAM

14. Conclusions Flipped classroom is effective for teaching anatomy
Active learning – reinforced
Content creation and delivery – remains a challenge

15. Acknowledgments First year medical undergraduate students
FIME Faculty, MCI Nodal centre for faculty training, Government Medical College, Kottayam

16. References
1. Pierce R, Fox J. Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module. Am J Pharm Educ 2012;76.
2. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory physiology. Adv Physiol Educ 2013;37:316–20.
3. Kurup V, Hersey D. The changing landscape of anesthesia education: is Flipped Classroom the answer? Curr Opin Anaesthesiol 2013;26:726–31.
4. Nickson CP, Cadogan MD. Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas 2014;26:76–83.
5. Prober CG, Heath C. Lecture Halls without Lectures — A Proposal for Medical Education. N Engl J Med 2012;366:1657–9.
6. Mehta NB, Hull AL, Young JB, Stoller JK. Just Imagine: New Paradigms for Medical Education. Acad Med 2013;88:1418–23.

17. Thank you