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Student Learning and Retention in Introductory Anatomy Flipped Class Models Compared To Traditional Lecture Format
Author(s) -
McCullough Monica J.,
McCullough Matthew G.
Publication year - 2016
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.30.1_supplement.785.12
Subject(s) - cohort , class (philosophy) , flipped classroom , mathematics education , learning styles , medicine , psychology , cohort study , medical education , computer science , artificial intelligence
To improve student understanding and retention in an introductory anatomy class, instruction was shifted from a traditional lecture format to a ‘flipped class’ model at a small liberal arts college. Class members varied in the health sciences from physical education to pre‐med. The first cohort of students were taught via traditional lecture format and were exposed to PowerPoint instruction which lacked discussion. Assessments were typically multiple‐choice and model labeling. The second cohort of students were taught via flipped‐style instruction where lecture was recorded and assigned as homework while class time consisted of collaborative case studies, augmented reality and regular discussion/student interaction. This cohort was assessed similarly to that of the first cohort of students. The third cohort of students were taught via flipped‐style instruction, similar to that of the second cohort, but were assessed on application and synthesis of content. The first cohort had 41.7% D and F range grades for their final exam and 19.5% D and F range grades overall for the course. The second cohort had 19.1% D and F range grades for their final exam and 27.6% D range grades overall for the course (with 0% failures). The third cohort had 7.4% D range grades for their final exam (with 0% failures) and 31% D range for their final grade (with 0% failures). While the mind‐shift for students to a more active format of engagement was difficult for some, the retention of information as well as the enriched relationships among classmates and with instructor improved the academic performance in these introductory anatomy courses.