TITLE OF THE PROJECT:

A comparison of the teaching approaches used by Flipped Classroom and Jigsaw for Anesthesiology interns.

RESEARCH HYPOTHESIS:

We hypothesized that the Jigsaw and Flipped Classroom Teaching learnig methods for Interns are equally effective Teaching learnig methods for Interns.

INTRODUCTION:

™ The Vision 2015 of Medical Council of India (MCI), Medical education is shifting from traditional objective-based curriculum to Competency based curriculum.

™  The essential skills CBME are self-directed and life- long learning.

™ Flipped Classroom and Jig-saw methods are such innovative teaching learning methods which can develop the habit of self-directed learning in medical students.

BACKGROUND AND RATIONALE OF THE PROPOSED PROJECT:

™ Comparison of the two distinct teaching method in context of intern education

™ Interns specific evalution

™ Empirical evidence through qualitative and quantitative data  which will guide the educational institute and educators in making instructional strategies.

™ The findings of this study will have practical implications for  the internship program and educators.

™ The reresearch takes place in real educational setting , making the results more applicable to the field of education.

AIM:

™ The aim of this study is to to provide valuable insights into which method is more conducive to enhancing the learning experience and improving the performance of interns posted in department of anesthesiology.

OBJECTIVES:

PRIMARY OBJECTIVE:

1.     To evaluate the effect of the Jigsaw method of instruction on the learning outcomes of interns. (The evaluation of interns’ knowledge based on the discrepancy between their pre- and post-test scores )

2.     To evaluate the effect of the flipped classroom method of instruction on the learning outcomes of interns. (The evaluation of interns’ knowledge based on the discrepancy between their pre- and post-test scores )

SECONDARY OBJECTIVE:

1.     Comparing the interns’ performance, involvement, and contentment with the two training approaches based on their feedback

2.     To determine each teaching method’s advantages and disadvantages as well as how well it meets intern needs based on instructors.

Ø  REVIEW OF LITERATURE:

·       As new schools are researching models for their curricula and established institutions are implementing changes that keep up with learner preferences,

·       Learners in flipped classrooms report increased satisfaction with the ability to access pre-class assignments and learn at their own pace as well as enjoy the greater focus on discussions and hands-on activities during class, when compared to traditional lecture formats^[1-4]

·       A study by Chokshi et al. ^[5] showed that residents reported themselves as better teachers after learning in a flipped classroom setting, while Tainter et al. reported increased confidence in residents performing ultrasound.

·       The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process.^[6-7]

·       The jigsaw method requires each student to be an instructor as well as an auditor. As quoted by Lom (2012), this activity is a blend of independent acquisition of expertise followed by collaborative teaching.

·       The feedback from the students revealed the Jigsaw method to be a healthy way of interacting with peers, making learning interesting & effective. They were fairly satisfied by this teaching learning innovation and recommended its use in other topics in Physiology as well.

MATERIALS AND METHOD:

STUDY DESIGN:

™ Randomised cross over study

STUDY SETTING:

™ The department of anesthesia, IGMC&RI , Puducherry

STUDY PERIOD:

™ 3 months

TARGET POPULATION:

™ The interns posted in the department of anesthesia, as part of compulsory posting, at IGMC&RI during the stipulated study period.

INCLUSION CRITERIA:

1.     Interns posted  in the department of anesthesia,  as part of compulsory posting, at IGMC&RI during the stipulated study period

EXCLUSION CRITERIA:

1.     Absent on the day of class

2.     Refused to Participate

SAMPLE SIZE CALCULATION: Considering the mean and SD of the assessment score after flipped class room method as 8.17+/-1.79 (Aggarwal et al)^{[5]✓✓}, using the formula n= sq. Z *sq. Sigma/ sq. d, where z is 1.96,  sigma is 1.79 and d is 0.817, non response rate and loss to follow up as 20%, the minimum samples required will be 25 which is rounded up to 30.

Sampling method:  universal sampling method

Method: 30 interns will be divided into  5 groups ( 6 interns in each group ) for  classes. Out of 4 clasess, 2 class wiil be the Jigsaw and 2 classses  will be Flipped Classroom teaching method. Random assignment  (by using lot method) will be used to ensure unbiased selection of  group and teaching method. 4 Topics will be uniform for the all batches. Class duration will be 1 hrs. Pretest ans post test will be taken in each classs by using structuted questions in Google form. Feed back about the teaching method will be  obtaind at the end of the posting by structuted questions in Google form.

Topic for the discussion will be

1.     ABG

2.     Diagnosis and management of acute respiratory failure

3.     Indications ,management of general anaesthesia

4.     Preoperative preparation and management of an uncontrolled diabetic mellitus patient scheduled for emergency laparotomy

1. STATISTICAL  ANALYSIS

Data Analysis will be done by SPSS version 19.0. Quantitative data will be analyzed using statistical technique such as t test to compare the effectiveness of both teaching method. Qualitative data from feedback will be analyzed to gain insights into intern and teachers   satisfaction and experience. Analysis will be done with two-tailed at p<0.05 as statistically

ETHICAL CONSIDERARTIONS:

As this doesn’t involve and invasive method study, hence it  carries minimal risk.

CONFLICT OF INTEREST: nil

EXPECTED OUTCOMES :

We anticipate the following outcomes:A clear comparison of the effectiveness of Jigsaw and Flipped Classroom teaching methods in an intern setting. Insights into which method fosters better engagement, understanding, and satisfaction among interns.Identification of the strengths and weaknesses of each teaching method and how they relate to intern learning

REFERENCE

1. Medical Council of India. Vision 2015; 2011. Available from: http://www.mciindia.org/tools/announcement/MCI_booklet.pdf. [Last accessed on 2020 July 07].
2. Mahajan R, Badyal DK, Gupta P, Singh T. Cultivating lifelong learning skills during graduate medical training. Ind pediatr. 2016 Sep 1;53(9):797-804.
3. Lucardie A, Busari J. The Flipped Classroom as a Pedagogical Tool for Leadership Development in Postgraduate Medical Education, Education Sciences. 2017;7(2);63.
4. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: A meta- analysis. BMC Medical Education. 2018; 18(1):38.
5. Aggarwal K, Thakur B, Agrawal M, Jhajharia S, Madaan H, Mahapatra SK. A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students. Int J Res Med Sci 2019;7:3654-9.
6. Bhandrai B, Mehta B, Mavai M, etalJigsaw method : An innovative way of cooperative learning in Physiology . Indian J Physio Pharmacol 2017;61(3)315-321.
7. Walker, S., Olvet, D. M., Chandran, L. The jigsaw technique of peer teaching and learning: An efficient and enjoyable teaching strategy in medicine. Med Ed Publish 2015; 6: 14.
8. Cantillon, P. ABC of learning and teaching in medicine: Teaching large groups. Br Med J. 2003; 326:437-440