Objective: To conduct an on line Flipped Class Room (FCR) to facilitate synchronous (in class activity) and asynchronous learning [Virtual Learning Environment (VLE)] and acquire feedback of the learning experience from medical students at Aga Khan University. Methods: This interventional study was conducted with year II students undergoing Endocrine Reproduction Module at the Aga Khan University during April 13 to May 22, 2020. Pre reading material and pretest was shared with the students via Virtual Learning Environment (VLE) one week before the class. Microsoft Teams was used to conduct online session by two facilitators, where student discussion on case studies was encouraged. A WhatsApp group was created with the facilitators to respond to any student queries. The session was recorded and later uploaded on VLE. Posttest and a student satisfaction survey was conducted at the end of the session. Results: The average score for the pretest and posttest was 19.67 ± 1.37 and 24.60 ± 1.34 respectively (p value 0.05). The learner curve showed an increase in the knowledge learned by 4.93 points (p value 0.05). Fifty-five percent students felt that placement of session was appropriate and were satisfied with the instructions and expected outcomes, received constructive feedback for improvement and generated positive attitude towards learning. Conclusions: The innovative model of FCR through facilitation of synchronous and asynchronous learning empowered student’s engagement and interactive learning. Students perceived this as a great learning experience which they enjoyed with positive reinforcement from feedback given by the facilitators. They suggested continuation of this model for further learning sessions in other modules of undergraduate medical education at Aga Khan University. doi: https://doi.org/10.12669/pjms.37.1.3096 How to cite this:Rehman R, Fatima SS. An innovation in Flipped Class Room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic. Pak J Med Sci. 2021;37(1):131-136. doi: https://doi.org/10.12669/pjms.37.1.3096 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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机译：目的：进行一行翻转课堂房（FCR），以促进同步（在课堂活动中）和异步学习[虚拟学习环境（VLE）]，获取Aga Khan大学医学生学习经验的反馈。方法：在2020年4月13日至5月22日，在Aga Khan大学接受内分泌复制模块的二年级学生进行了这种介入研究。前一周之前，预先阅读材料和预测试是通过虚拟学习环境（VLE）与学生分享的班级。 Microsoft团队被用来通过两个促进者进行网上会议，在那里鼓励学生讨论。使用WhatsApp小组与促进者创建，以回复任何学生查询。会议被录制，后来上传了VLE。后期和学生满意度调查是在会议结束时进行的。结果：预测试和后塔的平均得分分别为19.67±1.37和24.60±1.34（P值<0.05）。学习者曲线显示了4.93点的知识增加（P值<0.05）。五十五名学生认为，会议的安置是合适的，并对指示和预期的结果感到满意，接受了改进和产生积极态度的建设性反馈。结论：通过促进同步和异步学习的FCR创新模型赋予学生参与和互动学习。学生认为这是一种伟大的学习体验，他们享受了促进者给出的反馈的积极加强。他们建议继续在Aga Khan大学进一步学习本科医学教育的进一步学习会议。 doi：https://doi.org/10.12669/pjms.37.1.3096如何引用这一点：Rehman R，Fatima SS。翻转课堂上的创新：一种促进大流行期间同步和异步学习的教学模式。 Pak J Med Sci。 2021; 37（1）：131-136。 doi：https://doi.org/10.12669/pjms.37.1.3096这是一个开放式访问文章，分布在Creative Commons归因许可证（http://creativecommons.org/licenses/by/3.0）下分发只要正确引用原始工作，允许在任何媒体中不受限制使用，分发和再现。
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