Christy K Boscardin, Justin L Sewell, Martin G Tolsgaard, Martin V Pusic
How to Use and Report on p-values
Perspectives on medical education
background aimed introduce flipped classroom approach teaching clinical anatomy assess perception feasibility among medical undergraduate students methods study included 151 mbbs students first professional took written informed consent study approved ethics committee selected topics clinical anatomy taught using flipped classroom fcr method involved preclass inclass postclass activities preclass activity prereading material given students 1 week class assignment given 2 days class form solving multiple choice questions drawing welllabelled diagrams etc class activity included pretest followed discussion topic form problembased questions class principle thinkpairshare postclass activity included summarization topic students form group activity followed feedback session feedback collected using prevalidated feedback questionnaire google forms data collected analysed using spss 210 microsoft office 2010 response closeended questions expressed percentage openended questions analysed grouping qualitative responses results found fcr feasible interesting necessary pedagogical tool medical education students 95 agreed fcr useful technique better understanding clinical anatomy learnt better fcr teaching methods indepth understanding topic improved fcr conclusion fcr established teachinglearning tool needs implemented undergraduate teaching clinical anatomy better understanding topics didactic lectures touch upon clinical correlations casebased manner easily discussed fcr