Interactive Large-group Newborn Health Learning Experiences among Students of Homeopathy

Background: Flipped classroom is an interactive teaching-learning method which has reported good acceptability in medical education. The effectiveness of this technique in teaching a non-mainstream subject is less explored. Objective: This study was planned to assess the understanding among the homoeopathic students of a clinical subject taught via flipped class methodology. Method: The flipped classroom approach was used for conducting online teaching sessions in paediatrics for the undergraduate students of homoeopathy. The students were provided with lecture material and learning aids before each of the two sessions on newborn health. Two separate online sessions were conducted in flipped class style. Students were asked to respond to a post-test questionnaire for knowledge assessment and a feedback questionnaire regarding learning satisfaction. A five-point Likert scale was used to assess the satisfaction experiences. Results: A total of 64 responses were received after both classes where the mean (SD) knowledge score was 6.3 (1.2). Majority (79.6%) did not find the preparation for the lecture to be difficult and 63 (98.4%) agreed that this lecture style is helpful for learning. 53 (82.8%) participants agreed that it is useful for the preparation of examinations. Majority (90.6%) rated the satisfaction after the class as 4 or 5. Few topics were suggested for further learning by the students after the class. Conclusion: Flipped classroom was used as a novel approach for teaching a clinical subject to the students of homoeopathy. High student satisfaction in terms of learning motivation and usefulness in preparation for examinations was recorded.