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Flipped Classroom: Does Classroom Attendance and Participation Matter for Mastery?
Author(s) -
Lee Michael W,
Steinel Natalie
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.598.9
Subject(s) - summative assessment , attendance , formative assessment , curriculum , flipped classroom , medical education , mathematics education , student achievement , psychology , academic achievement , medicine , pedagogy , economics , economic growth
In an era of decreasing basic science coverage in medical school curriculums, we sought to re‐imagine how to optimally deliver three core basic science disciplines (microbiology, pharmacology, and immunology) together with infectious disease in a five‐week course. This course, developed as part of a new one‐year pre‐clinical basic science curriculum at the recently established Dell Medical School at the University of Texas at Austin, featured a fully integrated curriculum in which the majority of the sessions were team‐taught. In line with the goals and missions of the Dell Medical School, material was covered using primarily self‐directed and flipped classroom approaches that that incorporated lessons learned from the educational and cognitive psychology literature. Analysis of student data for the first two iterations of our integrated course shows a strong correlation between student performance on both formative and summative assessments (which incorporate retrieval practice) as well as a correlation between summative exam performance and attendance in flipped classroom sessions. This suggests that, despite the abbreviated course time, engaging with the course as designed leads to enhanced achievement and superior outcomes. This offers valuable information that can be used to advise students on how to be successful in this type of course. It also may afford us the ability to predict which students may be at academic risk prior to the final summative exam. Support or Funding Information N.A. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .