The Effects of Flipped Learning Approaches in Anatomy Class

Younghui Hwang,Jihyun Oh

doi:10.3390/su132413724

Abstract

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

Highlights

Healthcare is expected to change a lot in the future due to the development of diverse new technologies such as artificial intelligence, big data, and wearable internet technology [1,2]
The two groups consisted of a flipped learning group and a lecture-based group
We aimed to evaluate the effect of applying a flipped learning approach in an anatomy class among nursing students

Summary

Introduction

Healthcare is expected to change a lot in the future due to the development of diverse new technologies such as artificial intelligence, big data, and wearable internet technology [1,2]. It is important to train nurses to provide appropriate nursing services to patients in line with the changing healthcare environment [3]. It will be necessary to prepare nurses to handle an unparalleled amount of information and new technologies, as well as solve patients’ health problems using these new approaches [1,3]. It will be necessary to develop leadership capabilities so that nurses can play a leading role in providing new healthcare services via new technologies [3]. At least in the early stages of their training, generally prefer direct, concrete, lecture-centered learning to new educational approaches [10]

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