The impact of flipped classroom: Evaluation of cognitive level and attitude of undergraduate medical students

Abstract

BackgroundAnatomy is a core component of the basic health sciences and a structural foundation for higher clinical courses. Mastering this foundational science is an essential competency for health care providers. Some medical schools still adopt the traditional teacher-centered methods for teaching anatomy with the disadvantages of lacking the students’ opportunity to practice higher levels of thinking such as application, interpretation, or analysis during class. One of the promising teaching strategies that enhance student engagement is the flipped classroom (FC). The present study explored the students’ achievement during the anatomy FC, compared with traditional classroom for the first time in Qassim College of Medicine. MethodsOnline educational materials were uploaded on the Blackboard in the form of electronic textbooks, PowerPoint presentations, online websites, journal articles and multimedia in the pre-class phase of the FC. The in-class phase included open discussion and problem-solving activities were based upon the digitalized resources. Students’ attendance was recorded during the in-class sessions. Comparison between the students’ scores of the pre-and post-tests for both the FC and traditional classroom. A computed students’ survey towards the FC was analysed. ResultsThe mean students’ scores of the lower and higher-order thinking questions of the FC in the pre-tests were significantly increased in the pre-tests (4.40 ± 1.18 and 1.39 ± 0.53 respectively), compared with that of the traditional classroom (1.44 ± 1.09 and 0.41 ± 0.51 respectively) as well as in the post-tests (5.73 ± 1.03 and 2.14 ± 0.71), compared with that of the traditional classroom (5.07 ± 1.2 and 1.66 ± 0.93 respectively). The absence rate of the students during the FC was lower by 16.13%. Students’ survey conveyed their satisfaction towards the FC. Cronbach’s alpha test revealed high reliability of all students’ survey items and their correlation coefficient was positive. ConclusionThe current work concluded that the educational outcome gained from the technology-enhanced active learning (TEAL), through the implementation of the anatomy FC, enhanced the students' achievement and commitment and suggested the upgrading of the anatomy teaching methods and exploring the long-term effects of the FC.