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The Flipped Classroom Model Improves Undergraduate Test Performance in Human Physiology
Author(s) -
Goodwill Adam
Publication year - 2015
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.29.1_supplement.687.5
Subject(s) - class (philosophy) , flipped classroom , curriculum , test (biology) , mathematics education , psychology , medical education , physiology , medicine , computer science , pedagogy , biology , artificial intelligence , paleontology
The intent of this study was to assess whether a flipped classroom based curriculum affects student performance in a comprehensive human physiology course intended for sophomore level undergraduate students. In year one, students (n = 32) received a traditional lecture based instruction lasting 2 hours and 40 minutes each Saturday for one semester. In year two, a separate group of students (n = 50) were required to watch the previous year's recorded lecture prior to class and then attend class where they received a weekly quiz (worth ~12.5% of their grade; cumulatively) followed by an interactive group‐based question and answer period designed to require integration of the information in the lecture. Students in the traditional lecture did not receive quizzes and there was no interactive or group‐based portion of the class. Identical homework assignments and access to tutoring was provided to both sections. Student performance in both sections was assessed based on performance on identical exams. At time of abstract submission, the students in the flipped section have completed two examinations over an identical span of time as the traditional class covering the first 13 chapters of Dee Unglaub Silverthorn's Human Physiology an Integrated Approach (6 th Edition). To date, overall examination averages were higher in the flipped classroom (77 ± 1.7 vs. 83 ± 1.5; P = 0.02). Taken together, these data provide evidence that flipped classroom styles can be equally effective or improve performance in the instruction of physiology at the undergraduate level.