Is Accreditation Driving Our Teaching in The Right Direction?

Abstract

There are many approaches to teaching and learning in higher education settings, including traditional lecture, flipped classroom, and a hybrid of these learning models. Accrediting bodies are beginning to mandate active learning over passive learning environments, causing institutions to change from traditional lectures, yet there is limited evidence to support such changes. The objective of this study is to compare the effectiveness of a flipped classroom and a hybrid learning model used within a two semester Physician Assistant (PA) gross anatomy course.30 PA students (group A) experienced a flipped classroom model (students learn content on their own before class and utilize class time to apply content) and 40 PA students (group B) experienced a hybrid model (both lecture and flipped classroom techniques are used to learn content) during gross anatomy in 2013 and 2014 respectively. Quantitative data (mean exam scores, final grades, performance on exam questions) and qualitative data (course evaluations) were gathered for both models.70 students completed the course, 30 students in group A and 40 students in group B. Group B performed significantly higher than group A in the course during semester 1 (mean 94.89 and 91.27, p<0.001) and semester 2 (mean 95.08 and 90.93, p<0.001). Qualitative data showed that students prefered the hybrid learning model.Based on these preliminary results, 1st year PA students earned a higher final grade in a gross anatomy course under the hybrid learning model. Students' course evaluation comments also favored the hybrid learning over the flipped classroom model. These results will help improve and inform teaching approaches to be used in the course and help other courses adjust to accreditation standards.