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A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students
Author(s) -
Day Leslie J.
Publication year - 2018
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1772
Subject(s) - kinesiology , matriculation , gross anatomy , flipped classroom , psychology , mathematics education , class (philosophy) , medicine , medical education , anatomy , computer science , artificial intelligence
A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long‐term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy ( n = 105) were compared to similar students in a flipped classroom ( n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades ( P = 0.01) and performance on higher‐level analytical questions ( P < 0.001). Long‐term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology ( P < 0.05). Student's pre‐matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades ( P < 0.05), accuracy on higher‐level analytical anatomy multiple‐choice questions ( P < 0.05) and performance in subsequent course of kinesiology ( P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.