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Higher Order Thinking is Required in an Anatomy and Physiology Course Utilizing the Flipped Model
Author(s) -
DeRuisseau Lara,
Binion Brooke,
Willman Terri Anne,
Bidwell Allen
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.687.6
Subject(s) - comprehension , critical thinking , higher order thinking , mathematics education , flipped classroom , psychology , recall , class (philosophy) , medical education , medicine , computer science , teaching method , cognitive psychology , artificial intelligence , cognitively guided instruction , programming language
The flipped classroom was utilized in a two‐semester Anatomy and Physiology course enrolling 50‐80 students with pre‐requisites at a small, Liberal Arts College. With the flipped model, students watched 20‐minute lectures 2 days/week that were recorded via screen capture and accompanied by an outline, power point slides and review questions. During class time, the instructor went over common misconceptions, asked questions requiring higher order thinking and 5 case studies were performed each semester. To determine if the students exposed to the flipped model vs. traditional acquired enhanced higher order thinking skills, exam questions were analyzed via Blooms Taxonomy. To this end, the Blooming Biology Tool was used (Crowe, Dirks, Wenderoth, 2008) to compare assessments across two pedagogies taught by the same instructor where exams scores remained similar. In the flipped classroom vs. traditional, 30% vs. 62% of questions were on the knowledge level, requiring information recall only. Thirty‐eight percent vs. 28% of assessment questions were rated as comprehension in the flipped model vs. traditional, requiring understanding of concepts. Application level questions that required prediction of an outcome in a new scenario were 27% vs. 10%; flipped vs. traditional. The flipped model had the remaining questions as analysis and synthesis, while no questions in the traditional model reached this level. These data demonstrate the level of critical thinking assessed with this particular flipped model is higher compared to the traditional lecture format. Funding: Echo360 Newcomer's grant to LRD.