A Gross Anatomy Flipped Classroom Effects Performance, Retention, and Higher-Level Thinking in Lower Performing Students

Autor/in	Day, Leslie J.
Titel	A Gross Anatomy Flipped Classroom Effects Performance, Retention, and Higher-Level Thinking in Lower Performing Students
Quelle	In: Anatomical Sciences Education, 11 (2018) 6, S.565-574 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Day, Leslie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1772
Schlagwörter	Teaching Methods; Blended Learning; Anatomy; Science Instruction; Thinking Skills; Low Achievement; Physical Therapy; Doctoral Programs; Graduate Students; Retention (Psychology); Accuracy; Comparative Analysis; Grades (Scholastic); Multiple Choice Tests; Achievement Gains; Transfer of Training + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Unterdurchschnittliche Leistung; Physiotherapie; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Merkfähigkeit; Notenspiegel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung
Abstract	A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01