Enhancing Homeopathic Education: Investigating the Impact of Flipped Classroom Approach on Learning Homeopathic Materia Medica for Undergraduate III BHMS Students

Efficacy of Flipped Classroom Method in Teaching Learning Homeopathic Materia Medica in Undergraduate III BHMS Students. - NIL

Status

Active, not recruiting

Phases

Phase 1

Study type

Interventional

Source

CTRI

Registry ID

CTRI/2024/04/066143

Enrollment

100

Registered

2024-04-23

Start date

Unknown

Completion date

Unknown

Last updated

2024-10-14

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

Intervention1: Flipped Classroom Teaching-Learning Method: Out of 4 lectures,2 lectures will be conducted by Flipped Classroom Method. Topic of the lecture will be announce 1 week prior. Assignment an

Eligibility

Inclusion criteria

Inclusion criteria: All III BHMS Students who have consented

Exclusion criteria

Exclusion criteria: Any diagnosed Psychiatric Illness under medication. Students who have missed one or both the sessions. Students who have not submitted the assignment.

Design outcomes

Primary

Measure	Time frame
1.Efficacy of flipped classroom teaching learning method in comparison to the usual teaching method will be done by comparing the results of the pre-tests and post tests which will be analyzed through paired t test to show the effectiveness of flipped classroom method of teaching. 2.Improvement in the comprehension of students will be assessed by comparison of Formative Assessment in the form of LAQs conducted at the end of the class Timepoint: 1.Before each Lecture 2.After each Lecture	—

Measure

Time frame

1.Efficacy of flipped classroom teaching learning method in comparison to the usual teaching method will be done by comparing the results of the pre-tests and post tests which will be analyzed through paired t test to show the effectiveness of flipped classroom method of teaching. 2.Improvement in the comprehension of students will be assessed by comparison of Formative Assessment in the form of LAQs conducted at the end of the class Timepoint: 1.Before each Lecture 2.After each Lecture

—

Secondary

Measure	Time frame
The overall participation, engagement and comparative learning experience will be judged by feedback form at the end of the study.Timepoint: At the end of study	—

Countries

India

Contacts

Public ContactDr Ashwin Shrikant Kulkarni

Dr.M.L.Dhawale Memorial Homeopathic Institute

drparekhbhavik@gmail.com9323792545

Outcome results