Role of Flipped Classroom Method in Short and Long Term Retention in Anatomy

Introduction Medical education is changing towards more flexible, effective, active and student-centered teaching strategies that reduces the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom method in medical education is at its early stage and little is known about its effect on students learning in relation to short and long-term retention of the topics. Aims The present paper aims to study the comparative effect of traditional and flipped classroom method on short-term and long-term memories of first MBBS students in Anatomy with the aid of technology to promote learning. Materials and methods 50 first year MBBS students were subjected to traditional and flipped classroom module separately. Immediate assessments were done at the completion of the module. Followed by a gap of 2 months, the students were again assessed on the content taught in the module as a part of formative assessment. The data so obtained was compared and analyzed statistically. Result The assessment scores showed differences between the two methods of teaching in short as well as long term. The flipped classroom method was observed to have significant long-term retention which was evident by assessment scores. Conclusion The study concludes that flipped classroom method serves as an advantageous tool and motivating factor for effective learning, understanding and retention of conceptual and factual anatomical content.