Evaluating the efficacy of flipped classroom teaching– learning method compared to traditional classroom method in teaching homoeopathic materia medica to third BHMS students: A quasi-experimental self-control study

Objectives: Conventionally, homoeopathic materia medica is taught to undergraduates (UG) through the lecture or traditional classroom (TC) method. The TC method faces limitations such as limited time and attention spans, one-sided lectures, passive learning and limited scope of interaction. We therefore aimed to use the flipped classroom (FC) strategy and observe its benefits while teaching a content-heavy subject like materia medica. Material and Methods: This was a quasi-experimental self-controlled study conducted for III BHMS students at a UG college in Maharashtra. Four lectures were conducted; two using the TC method, followed by two using the FC method. Pre- and post-test assessments were conducted after the 2 nd and 4 th lectures. After all 4 lectures were completed, a feedback form comprising the quantitative and descriptive aspects of both methods was provided to the students for recording their overall experience. Results: The difference between the pre- and post-test scores was statistically significant in both groups. The students’ feedback forms showed a preference for FC. Amongst the students, 60% found FC excellent for learning, more engaging, interesting and enjoyable and encouraged deeper thinking, understanding and connections. Further, 53% could connect to the shared information in an FC and 54% could resolve their doubts. After FC, 68% students were definitely confident about applying the learning in the clinical setting and examination; 76% were definitely satisfied with the FC. Conclusion: TC likely enables better recall-based outcomes, as seen through better performance in multiple-choice tests, whereas FC had better outcomes in long-answer tests, possibly because it focused on differentiation between remedies, which requires higher cognition such as analysis, evaluation and qualitative appreciation.