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Preliminary assessment of the use of out‐of‐class video presentations for content review in an allied health pathophysiology course
Author(s) -
Walton Kristen LW
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.598.27
Subject(s) - class (philosophy) , popularity , medical education , content delivery , medicine , multimedia , psychology , computer science , social psychology , computer network , artificial intelligence
The flipped classroom technique has continued to gain popularity in undergraduate and postgraduate biology and medical education in recent years. This technique generally involves delivery of lecture or other methods of content coverage assigned before class, while class time is instead spent on discussion or other, more active approaches to learning. This technique was implemented for a specific set of content in an upper division undergraduate pathophysiology course. The prerequisite for this course is a one‐semester anatomy and physiology (A&P) course. Although students have to earn a C or better in this prerequisite A&P in order to enroll in the pathophysiology, many students continue to struggle with some major topics in A&P, such as cardiovascular physiology. This makes it difficult to have meaningful discussion of the related pathophysiology without first reviewing content from the prerequisite course. This project aimed to assess the use of pre‐class video lectures as a replacement for in‐class prerequisite course content review. Short (15–30 minute) video lectures were created and made available through the course management system 1–2 class meetings before the related pathophysiology content was covered in class. Students were required to complete an online multiple choice quiz that included questions from the video lecture content. For this preliminary study, data was analyzed for a 19‐minute video review of the cardiovascular system and the related quiz and exam questions. Out of 77 students enrolled in the class, 44 (57%) accessed the video through the course management system prior to the specific deadline; an additional 9 students (12%) accessed the video before the unit exam that included that topic. By the date of the exam, 56 students (73%) had watched the entire video. Five students accessed the video but watched less than half of it. Over 90% of students correctly answered the two multiple choice questions associated with this content in the untimed online quiz (91% for one question, 93% for the other question). A different multiple choice question over this review content appeared on the unit exam; 66% of students answered this question correctly. The average grade on this unit exam, which included cardiovascular pathophysiology as well as three other chapters, was 70.6%. In the previous semester, 62% of students (41 of 66 completing the exam) answered the same multiple choice question correctly, while the average on the full exam was 73.0% . These data support a conclusion that shifting review content to a pre‐class, video lecture format did not strongly impair student learning. Future studies will expand the number of topics analyzed to further assess the impact of pre‐class video lectures for review content on student learning in this course. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .