Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes

Autor/inn/en	Fleagle, Timothy R.; Borcherding, Nicholas C.; Harris, Jennie; Hoffmann, Darren S.
Titel	Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes
Quelle	In: Anatomical Sciences Education, 11 (2018) 4, S.385-396 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoffmann, Darren S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1755
Schlagwörter	Teaching Methods; Blended Learning; Anatomy; Science Instruction; Video Technology; Laboratory Procedures; Dentistry; Correlation; Clinical Experience; Student Attitudes; Scores; Science Tests; Comparative Analysis; Models; Visualization; Graduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboruntersuchung; Zahnmedizin; Korrelation; Schülerverhalten; Analogiemodell; Visualisation; Visualisierung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01