Techniques for Successfully Flipping a Gross Anatomy Classroom for Graduate and Undergraduate Students

Abstract

Many institutions are moving away from lecture‐based courses and are moving towards more active learning techniques. Re‐designing a course that is entirely lecture‐based to be focused on active learning can be a daunting task. One way to accomplish this is flipping a classroom by using technology to provide information outside of class time, and thus having more class time for active learning activities. An anatomy course at Tulane University for graduate and undergraduate students was completely redesigned as a flipped classroom course. Students were provided with pre‐recorded lectures and corresponding lecture documents prior to class. Students were expected to complete a homework assignment associated with the pre‐recorded lecture video before class to reinforce the information. During class, students participated in a variety of active learning activities including both individual work and group work. Video analytics were examined to see how often the students viewed the pre‐recorded videos and how early the students watched the video prior to coming to class. This presentation will discuss the steps involved in re‐designing an anatomy course to be a flipped classroom, including the challenges, time involved, strengths, and outcomes. Instructions and demonstration for creating quality pre‐recorded videos will be presented.