Undergraduate ophthalmology students’ viewpoint to scenario-based learning using flipped classroom technique

Prabhu Venkatesan, Rajiv Gupta, Soumendra Sahoo, Saurabh Shrivatsava

Abstract


The 21st century medical students prefer interactive learning sessions than a passive mode of information sharing. In this perspective we tried to explore a scenario-based learning of Ophthalmology theory topics utilising Flipped Classroom techniques. In this cross-sectional study, we recruited 129 undergraduate students to collect their viewpoints to such technique through a survey questionnaire. Majority students preferred the techniques as it could help them understanding subject better & corelating better during clinical postings. Pre lecture assignment could help then to utilise resource at their own pace & could apply the prior knowledge to clinical scenario during lecture class.

Keywords: Innovative teaching, Scenario-based learning, Flipped classroom student’s perception.


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References


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