Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology

Autor/inn/en	Tune, Johnathan D.; Sturek, Michael; Basile, David P.
Titel	Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology
Quelle	In: Advances in Physiology Education, 37 (2013) 4, (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	doi:10.1152/advan.00091.2013
Schlagwörter	Physiology; Student Improvement; Graduate Students; Metabolism; Human Body; Lecture Method; Multiple Choice Tests; Achievement Gains; Comparative Testing; Control Groups; Experimental Groups; Teaching Models; Performance Based Assessment; Instructional Design; Graduate Medical Education; Medical Schools; Indiana + Suchen Sie Ihr Suchwort? Physiologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Stoffwechsel; Menschlicher Körper; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Lehrmodell; Leistungsermittlung; Lesson concept; Lessonplan; Unterrichtsentwurf; Medizinische Ausbildung
Abstract	The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher ("P" less than or equal to 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of greater than 12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by approximately 11 percentage points ("P" = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10