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ORIGINAL ARTICLE
Year : 2022  |  Volume : 20  |  Issue : 4  |  Page : 220-224

Introducing flipped classroom to teach basic life-support to first-phase MBBS students in a Medical College of West Bengal


1 Department of Physiology, Burdwan Medical College, Burdwan, West Bengal, India
2 Department of Anatomy, Burdwan Medical College, Burdwan, West Bengal, India
3 Department of Psychiatry, Dr. D. Y. Patil Medical College and Research Institute, Pune, Maharashtra, India

Correspondence Address:
Dr. Arunima Chaudhuri
Krishnasayar South, Borehat, Burdwan - 713 102, West Bengal
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/cmi.cmi_43_22

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Introduction: Basic life support (BLS) consists of a number of medical procedures provided to patients with life-threatening conditions of the body and there exists a significant lack of knowledge regarding the signs and risk factors associated with serious medical conditions among medical students. The present study was conducted to evaluate a module for teaching BLS to first MBBS students using the flipped classroom method. Methodology: The present study was conducted among first-phase MBBS students after taking institutional ethical clearance and informed consent of participants. Students of 2021–2022 were included in a WhatsApp group and YouTube videos were posted on the group where demonstrations of BLS were done and the importance of learning cardiopulmonary resuscitation was discussed. Students were then divided into groups of twenty and each group was asked to make a PowerPoint presentation which they had to present in live sessions and demonstrate the procedure. Students joined an online BLS Certification Course. Feedback was taken from students and faculty members and a program evaluation at Kirkpatrick's level 1 was done. Results: Two hundred students participated in the study. The mean ± standard deviation of marks obtained by students in the certification program was 87.67 ± 5.87 and posttest scores were significantly better as compared to pretest scores. Students and faculty members were satisfied with the program. Conclusions: The BLS module introduced in the Foundation Course using the flipped classroom at the beginning of the first phase of the MBBS course enabled the students to acquire the basic knowledge and skills required.


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