The flipped anatomy classroom: Does it help reduce study time outside the classroom?

Abstract

The flipped classroom (FC) methodology has been described in literature in a variety of ways. However, little research has been dedicated to demonstrate what, if any, benefit the anatomy FC has on student study time. Therefore, we studied the relative number of hours spent studying each week by students using a more traditional lecture model compared to students with a FC model. 30 hours of anatomy content was delivered to first‐year medical students from the University of Utah School of Medicine (UofUSOM) in fall of 2013 (n=101) with a traditional lecture model and to students in fall 2014 (n=104) with a FC model. Students self reported the number of hours spent studying outside of the classroom. Analysis of surveys self reported by students upon completion of the course have shown that students that followed the FC method were overall better prepared for in‐class sessions and reported a reduced number of hours dedicated to studying outside the classroom. Continuation to collect student feedback for the FC method will allow for greater information in improving course material, and incorporating the FC into additional courses.