Flipped Classroom Sessions Research Articles

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.

Use of Social Learning Tools Improves Engagement and Performance in Undergraduate Medical Physiology Education

Objective: We sought to increase engagement, reduce cognitive load, and foster self-directed learning while potentially improving exam performance by incorporating a social annotation tool (SAT) into a flipped classroom setting in an undergraduate medical education curriculum. Hypothesis: We hypothesized that using the SAT (Perusall) as preparatory material for a flipped classroom would increase engagement and academic performance compared to using a pre-recorded lecture video when teaching cardiovascular physiology. Methods: Within a first-year undergraduate medical physiology course, students (n=125) used the SAT to annotate assigned cardiovascular physiology readings before a flipped classroom session. This strategy was compared to the common practice of providing students with a pre-recorded lecture. Students took an assessment before and after to assess knowledge acquisition and engagement with both formats. Results: The SAT intervention identified an average time spent engaged with the material of 142.1 minutes ( n=125), with a pre- and post-assessment score improvement of approximately 20.25% (61.5% vs 82%; n=81). The pre-recorded one-hour lecture found that students engaged with the material, on average, for 51.45 minutes, corresponding to an average of 91% video completion. Findings from this lecture intervention showed the pre- and post-assessment scores improved by an average of 5% (71% vs. 76%; n=80). A paired sample t-test identified a significant difference between the percent improvement between quizzes for SAT (M=19.71, SD=26.374) and percent improvement for recorded lecture (M=6.57, SD=26.369); [t(69)=3.450, p=0.001]. The use of SAT enhanced academic performance in midterm and final exams. The average performance in questions that mapped back to the flipped classroom utilizing SAT text was 91% (n=6) , as compared to an average performance of 73% to those questions that mapped back to the online pre-recorded lecture (n=11 ). Conclusions: Incorporating SATs into a flipped classroom model increased engagement and academic performance versus passive lectures when teaching medical physiology. Our study provides support to the use of social learning tools to enhance active learning in undergraduate medical education. none. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Let's Chalk About It: Introducing the TinyTalks Curriculum, a Paradigm for Short, Virtual Chalk Talks.

In busy clinical environments, educational opportunities must be designed to accommodate learner-specific needs. Many adult learners prefer short, relevant, technology-enhanced learning. As such, electronic learning (e-learning) experiences have become a prominent part of medical education. Yet, there remain challenges to e-learning experiences in the current educational landscape. To address these challenges, the authors developed the TinyTalks paradigm, which serves as the educational foundation for the TinyTalks curriculum.The TinyTalks paradigm was developed using the existing e-learning literature and foundational principles of adult learning and related theories. The TinyTalks paradigm includes 3 ground rules: (1) all TinyTalks videos must identify a category (approach to, explanation of, or application of) to clarify the focus of the topic, (2) all TinyTalks videos must be less than 7 minutes with all material presented on one virtual chalkboard screen, and (3) all TinyTalks videos must use the hook, frame, and delivery model, which guides the creation of the video. The resulting TinyTalks curriculum is an online repository of short, chalk talk-style educational videos, developed by interdisciplinary health professionals and targeted to the level of trainees, that is available to be used flexibly by learners for just-in-time learning, flipped classroom sessions, and/or self-study.The authors used Kern's 6-step approach to curriculum development as the conceptual framework for the development and implementation of the TinyTalks curriculum at Mass General for Children (June 2021-January 2023). While developing and implementing the curriculum, the authors focused on topic selection, stakeholder recruitment, establishing a process flow, and creating a virtual home.The authors believe the TinyTalks paradigm outlines an effective educational strategy that accommodates the unique needs of both learners and teachers in the medical education setting. The next steps are to scale the TinyTalks curriculum up by expanding the content library and to evaluate its efficacy.

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Implementing integrated curriculum in advanced teaching in the fundamentals of homoeopathy utilising flipped classroom, case-based learning, and group discussion: Post-graduate homoeopathic education

Objectives: Successful homoeopathic practice demands the integration of various knowledge of homoeopathic philosophy as well as psychology to clinical medicine, repertory, and materia medica into a meaningful whole. Case-based learning (CBL), flipped classroom (FC), and group discussion (GD) methods have been found useful in delivering the process of integration in the classroom. Materials and Methods: A team of teachers (one from each six PG departments) and a coordinator conducted the sessions. The following steps were delineated: Identifying a suitable case, preparing assignments for individual FC sessions, individual feedback, and GD. The teaching was conducted over eight sessions of 90 minutes each. Learning from each session was consolidated in the form of PowerPoint presentations at the end of the session. Students were asked to write their experience of learning from each session, which the teaching team conducted. Results: Combining the methods of CBL, FC, and GD in the backdrop of adult learning principles helped to deliver a well-rounded experience of practice in the classroom. This improved classroom engagement and developed critical thinking and problem-solving abilities in students. The method also helped to deliver deeper learning as students were actively involved throughout the process of learning. Conclusion: Implementing an integrated curriculum is challenging. A team of dedicated teachers with the common aim of delivering excellence in education willing to undertake the arduous journey with the students is essential. Minute planning and execution requires clarity of various clinical and homoeopathic concepts and their application. Combined methods comprising CBL, FC, and GD were found to be useful in implementing the challenging task to deliver certain vital concepts of the integrated curriculum.

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

BackgroundMedical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.MethodsFirst-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The “gamified” module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.ResultsOne hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.ConclusionsIn this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy

This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was measured by the Preliminary English Test, and they were placed in two groups: experimental group (23 learners) and control group (22 learners). In the former group, the students were exposed to 5 distinct types of metacognitive strategies over the course of 10 flipped classroom sessions, while the latter group received writing metacognitive strategy-based instruction in a traditional classroom setting. The data collection process involved administering the Second Language Writing Self-Efficacy Scale, two intermediate writing tasks, and the Second Language Writing Anxiety Scale. The collected data were analyzed using a one-way ANCOVA. The findings evidenced considerable enhancement in the writing performance of the students who underwent instruction through flipped classrooms in comparison to those in the traditional classroom refsetting. Furthermore, the results demonstrated that the utilization of writing metacognitive strategies in flipped classrooms resulted in a substantial rise in students' writing self-efficacy, while simultaneously leading to a decrease in their writing anxiety.

Best Practices and Educator Strategies for Facilitating a Flipped Classroom in Graduate Medical Education.

Effective flipped classroom (FC) education fosters learner engagement, promoting higher-level cognitive skills. FC learning in graduate medical education (GME) has increased, but few educators have significant experience with FC facilitation. There are no evidence-based practices to support professional development of FC facilitation skills in GME. The objective of this study is to identify best practices for effective FC facilitation in GME. We conducted a mixed-methods, cross-sectional study of faculty educators who participated in a randomized controlled trial (RCT) using FC for physiology education in neonatal-perinatal medicine. Educators completed a 25-question survey about effective strategies for FC facilitation. A subset of educators participated in interviews to share their FC facilitation experiences and strategies to maximize learner engagement. Quantitative survey data were analyzed with descriptive statistics. Qualitative survey and interview data were coded and analyzed inductively to identify themes. Seventy-five educators completed the survey (75/136, 55% response rate), and 11 participated in semistructured interviews. While educators facilitated a median of two FC sessions (interquartile range: 1, 5) during the RCT, 43 (57%) had not received prior training in FC facilitation. Qualitative data analyses generated five themes that aligned with quantitative survey results: (1) educator preferences, (2) unique FC facilitation skills, (3) learning environment optimization, (4) subject matter expertise, and (5) learner behavior management. Sixty-two educators (83%) felt they were well prepared to lead FC sessions. Thirty-six educators (48%) reported that unprepared learners disrupt the learning environment, and the provision of clear expectations and adequate time to prepare for FCs improves learner preparation. Strategies to facilitate effective FC sessions included creating a safe learning environment and engaging learners in critical thinking. Educators highlighted faculty development needs, strategies, and actions to promote effective FC facilitation. Further exploration through learner interviews will provide additional evidence for the development of best practices and resources for FC facilitation. · Educators prefer the FC educational modality over traditional didactic lectures.. · Prior experiences in simulation debriefing provide foundational skills for new FC facilitators.. · Setting learner expectations and ensuring safe space in the classroom encourage learner engagement.. · Educator and learner preparation for FC is essential to optimize the learning experience.. · Unique approaches in facilitation are required to support all types of learners..

Opportunities of digital teaching in process control: flip the classroom, provide a level playing field, and integrate external experts

After serval periods of remote teaching in the COVID-19 pandemic, many academic institutions are working on concepts to transfer the lessons learned about digital teaching into their didactic concepts. In this paper, we present a didactic concept for courses with student groups of heterogenous educational background. It is based on a self-paced learning phase with self-study materials, a flipped classroom session for interactive problem solving in interdisciplinary student groups, an exercise session for more complex problems, and a student project. An important key feature is that (1) the students can learn according to their educational background in the self-paced learning stage and teach each other in the other parts of the course. Additional features are (2) the maximized share of the student-staff contact time spent on cooperative problem solving and (3) the collaborative development of teaching materials with external experts. The concept was implemented within our course on process control. The results are illustrated via the example of a digital teaching module for hybrid semi-parametric modeling.

Student performance and satisfaction in the first iteration of an integrated renal and respiratory systems course in a redesigned one-pass preclinical curriculum

Texas Tech University Health Sciences Center School of Medicine converted its legacy two-pass preclinical curriculum to a one-pass organ system-based format and changed the grading system from categorical to pass/fail (&gt;70%). Our objective was to assess first-year medical student (MS1) performance and satisfaction in the first iteration of Organ Systems-2:Renal and Respiratory ( RNR), an 8-week block taught at the end of Year I. RNR integrates the physiology, pathophysiology, infectious diseases, and pharmacology of the renal system (Weeks 1-4) and respiratory system (Weeks 5-8), using reorganized and updated material from legacy Year-I blocks ( General Principles &amp; Infectious Diseases and Structure &amp; Function of Major Organ Systems) and Year-II blocks ( Immunity &amp; Multisystem Disorders and Systems Disorders). Instruction was delivered via didactic lectures, team-based activities, case-based reviews, dry labs, cognitive integration of clinical reasoning (CICR) sessions, and simulations. Formative weekly quizzes and practice exams were assigned before each exam. Learning in the renal physiology, renal pathophysiology, and respiratory physiology units was assessed by instructor-generated exams at the end of Weeks 2, 4 and 6, respectively, and a final customized, comprehensive NBME exam at the end of Week 8. Aggregate performance on instructor-generated renal and respiratory exam questions was compared to that on similar questions from legacy curriculum exams. Aggregate performance on the NBME exam was compared to USMLE Step 1 exam difficulty, as the legacy curriculum did not include a dedicated renal/respiratory NBME exam. Aggregate performance on instructor-generated renal physiology and pathophysiology and respiratory physiology questions was comparable to that in the legacy curriculum. Average performance on the renal portion of the NBME exam was 0.76 vs. Step 1 exam difficulty of 0.78; average performance on the respiratory portion of the exam was 0.77 vs. Step 1 exam difficulty of 0.78. Per end of block survey and student focus group feedback, overall student satisfaction with RNR was 73%. Thus, the first iteration of the integrated organ systems-based renal and respiratory systems course in Year I yielded a MS1 performance on the NBME that was comparable to USMLE Step 1 source difficulty, and student satisfaction was positive overall. More detailed analysis of exam performance is needed. Further modifications of RNR will include additional simulations and flipped-classroom sessions. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents.

To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States. Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018. Residents were instructed to watch a pre-class video lecture prior to the in-class-case-based activity. Content tests (5 Ophthalmic Knowledge Assessment Program style questions) and surveys were administered before and after the classroom sessions (100% response rate). These results were compared to that of an American cohort who were taught the same content. The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents (92% vs 55%, P=0.04) and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style (P-values between 0.008 and <0.001). In both Chinese and American cohorts, we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session (P=0.025 for Chinese residents; P=0.001 for US residents), whereas scores in both groups for the esotropia course did not significantly improve. This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting. The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge. Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings. Finally, the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19, although such a format requires further study.

Evaluation and Management of Early Pregnancy: A Flipped Classroom Case for OB/GYN Clerkship Students.

Evaluation and management of an early pregnancy diagnosis are clinically pertinent to multiple specialties that will encounter reproductive-age patients. We designed an interactive, small-group, flipped classroom session teaching concepts related to early pregnancy for obstetrics and gynecology clerkship students. Students received advance preparation materials prior to joining the small group facilitated by clinical educators in the OB/GYN department. Following each 2-hour session, students and facilitators were asked to voluntarily complete a satisfaction survey. Over six clerkships, which occurred across 9 months, 116 students participated. Eighty-three students completed the satisfaction survey, with 98% agreeing that the session was helpful in applying learned principles to patient care. A very high rate of students (average: 93%) self-reported that they achieved the session's learning objectives after completing the prework and interactive small-group teaching. Eleven clinical instructors completed the survey, with 91% agreeing that they were able to facilitate active learning using the materials and 82% agreeing that the curriculum reduced their personal preparation time to teach compared to traditional didactics. This interactive flipped classroom session achieves specified learning objectives and helps students apply learned concepts in the evaluation of early pregnancy while standardizing clerkship education and reducing the burden on clinical educators.

Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach.

Flipped classroom (FCR) is one of the emerging active teaching-learning methods in the medical profession. Its potential for achieving learning objectives, especially in the scenario of a large classroom, especially in medical schools, has not been convincingly demonstrated. This study was designed to establish FCR model conduction and its overall utility as a teaching-learning methodology for undergraduate medical students in large classroom settings using a mixed-method approach using quantitative (assessment scores) and qualitative criteria (subjective feedback from students and teachers).FCR was conducted for a batch of 170 first-year medical students for a hematology topic. Pre- and post-assessments (based on all the cognitive learning domains) were done to quantify the objective improvement after exposure to the FCR. In addition, subjective feedback from both students and teachers was taken on a validated feedback survey to decipher the qualitative benefits of the FCR.Comparing pre- and post-assessment scores, there was a significant improvement after the FCR session, especially in the low performers. There was optimistic feedback from students and teachers regarding the utility of FCR as a teaching-learning module.FCR as a teaching-learning module was feasible and effective, and the users seemed primarily satisfied. Although there is a higher workload for students and teachers, still FCR is an effective teaching-learning module for a large classroom.

Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course.

Increasingly, basic science educators at medical and health science programs are faced with the challenge of delivering fundamental science content using evidence-based pedagogical approaches that build students' fund of knowledge while also supporting their development as self-regulated learners. This has led to an increased use of active learning-based pedagogies such as flipped classroom teaching. However, there are many open questions about the conditions necessary for successful flipped classroom sessions. In particular, the role of student compliance (i.e., participation, engagement, attendance) in mediating performance needs to be evaluated. This is especially important in accelerated curricula where multiple basic science disciplines are integrated together in pass-fail courses, presenting challenges to both students' time and cognitive load. Data on prematriculation performance, in-class participation, weekly quiz performance, and summative assessment performance from three cohorts of medical students (n = 146) at a new medical school were collected and analyzed. We found that historically high-performing students more readily participated in flipped classroom application sessions compared with historically lower-performing students. Correlational analysis of performance on weekly formative quizzes and the summative course exam was not related to in-class participation. However, performance on weekly formative quizzes played the most significant role in students' performance on summative exams. Efforts to understand the benefits of in-class participation beyond short-term assessment performance, such as long-term knowledge retention or development of noncognitive skills, should be undertaken to justify using such time- and human resource-intensive pedagogies.NEW & NOTEWORTHY This study explores the use of flipped classroom teaching in a voluntary and accelerated medical school course. We found that historically high-performing students attend class, whereas historically low-performing students do not attend class as readily. Formative assessment performance appears to be more important than participation in determining the final grade. Correlation of high performance (>90%) with participation may differentiate students who excel in our curriculum from those who simply pass with superficial knowledge.

Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study

BackgroundGamification in medical education has gained popularity over the past several years. We describe a virtual escape box in emergency medicine clerkship didactics to teach chest pain and abdominal pain and compare this instructional method to a traditional flipped classroom format.MethodsA virtual escape box was designed at our institution and incorporated into the mandatory two-week emergency medicine clerkship. The game consisted of a PDF with four cases containing puzzles to unlock a final clue. Likert scale surveys were administered to assess participants’ perceptions of the escape box format; of clerkship didactics as a whole; and of the clerkship overall. These responses were compared to the prior year’s evaluations on flipped classroom didactics and clerkship.ResultsOne hundred thirty-four learners participated in the escape box and completed the survey. Eighty-six percent strongly agreed with feeling more engaged with the escape box, 84% strongly agreed with learning something new, 81% strongly agreed with finding the escape box to be satisfying, 78% strongly agreed with being able to apply knowledge gained, and 74% strongly agreed with wanting more escape boxes incorporated into medical education. The escape box showed a higher average score (3.6 ± 0.63) compared to chest pain (3.5 ± 0.67) and abdominal pain (3.2 ± 0.77) flipped classroom sessions (p = 0.0491) for the category of “lecturer explaining content clearly and at the proper level of complexity.” For the category of “lecturer provided effective instructional materials,” the escape box showed higher scores (3.6 ± 0.63) compared to flipped classroom for chest pain (3.4 ± 0.77) and abdominal pain (3.1 ± 0.80) (p < 0.001).ConclusionsEscape boxes are adaptable to a virtual format and can teach abstract concepts such as teamwork and communication in addition to traditional lecture content. Ratings of didactics were higher for the escape box compared to the flipped classroom, while ratings of overall clerkship experience were not found to change significantly.

Flipped Classroom for Pharmacology Teaching in a Malaysian Medical School using Online Tools during the COVID-19 Pandemic: Knowledge Gained and Student Perception

Introduction: The usage of a flipped classroom to instruct medical students is becoming more common. During the COVID-19 epidemic, this method of teaching and learning proved to be effective. This study aims to analyse the knowledge gained and perceptions of medical students who were taught pharmacology in a flipped classroom utilising online tools.&#x0D; Methodology: A total of 50 second-year medical students took part in the research. Local anaesthetics and adverse drug reactions were the two topics covered in the flipped classroom. A few weeks before the session, pre-reading materials were distributed, which included voice-over PowerPoint videos and AMBOSS links. Students were given pre and post-tests using Microsoft forms to assess their knowledge gained during the face-to-face session. Higher-order thinking questions were uploaded as a Kahoot session, and the questions were also posted using Microsoft PowerPoint in an interactive session. A validated questionnaire was used to collect feedback, and the responses were graded on a 4-point Likert scale. Descriptive statistics were used to analyse the data.&#x0D; Results: There were 18 females and 32 males among the 50 students. The students' average age was 21.4±0.6 years. When the pre and post-test scores were compared, statistically significant results were obtained (P-value .000). The students had a favourable attitude about flipped classrooms. Most students said that the flipped classroom increased their understanding of the subject (mean score 3.760.44). They also thought the flipped classroom was a fun way to learn (mean score 3.710.47). The overall perception of the flipped classroom was excellent (53%).&#x0D; Conclusion: The knowledge gained by the students during the flipped classroom session in pharmacology was significant. The students had a favourable opinion of the flipped classroom method of teaching pharmacology.

Supplementing Gross Anatomy Pelvis and Perineum Content with Video Modules: Effects on Student Learning

Human gross anatomy and embryology (GAE) remains an integral piece in the first‐year medical student's education, even as medical schools across the United States condense their foundational phase curricula. In the setting of undergraduate medical programs that are making this transition, supplemental video modules are more frequently being utilized in gross anatomy learning. At Brody School of Medicine (BSOM) at East Carolina University (ECU), the GAE course is a 16‐week long course taught during the first block of the first‐year of medical school at BSOM. In addition to human gross anatomy (lecture and donor‐cadaver dissection), faculty also lecture on human embryology and radiology. In this project, we generated video modules focused on the genetic male pelvis and perineum and genetic female; these were then incorporated into the GAE course at BSOM. The videos included recordings of relevant anatomical features of donor‐cadaver prosections generated by BSOM anatomy faculty, as well as author generated illustrations highlighting key structural relationship, high‐yield embryology concepts, and voice‐over narration. The videos were uploaded to the BSOM learning management system, and learners instructed to watch the videos in preparation for the upcoming sessions focused on the pelvis and perineum (prosection demonstration and flipped‐classroom session). The aim of this study was to ascertain student self‐perception of comprehension of pelvis and perineum material with the incorporation of the video modules into the prosection laboratory and active‐learning session. The learners sampled were first‐year medical students enrolled in GAE at BSOM in Fall 2019 (n=87). In prior years, the pelvis and perineum unit included a three‐hour dissection followed by a flipped‐classroom session. Data analysis of survey results (n=86, 99% response rate) indicate that prior to reviewing the modules, 12% of respondents felt moderately or very comfortable with the content. After viewing the videos, 80% of respondents felt moderately or very comfortable with the content. Interestingly, all respondents (100%) agreed that it would be beneficial to their learning for similar videos to be included in future flipped‐classroom sessions. Collectively, these results provide insight into the positive effects of supplemental video modules in supporting student comprehension and retention of anatomical sciences knowledge when time constraints may require faculty to modify laboratory activities and active‐learning classroom sessions. Additional scholarship opportunities focus on evaluating the correlation between the use of video modules in GAE and learners' exam performance.

Effect of flipped classroom approach in the teaching of a hematology course.

The flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a hematology course and their perception of the flipped classroom as an active learning strategy. In addition, students' perceptions regarding the flipped classroom as an active learning strategy were assessed. Of two cohorts in hematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students' learning outcomes, achievements and performance on examinations in hematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. The results indicate the effectiveness of flipped classrooms as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students zrecognized that the flipped classroom as an active learning style was more beneficial than the traditional teaching approach.

A study of impact of flipped classroom on student educational experience in comparison with didactic lecture in topics classified based on Bloom’s taxonomy

Introduction and Aim: Flipped classroom (FCR) is a student-centred approach that encourages active participation from students and studies measuring student performance or perception in FCR relative to DL (didactic lecture) have shown mixed results. In this study, we classified topics into two levels of cognition based on Bloom’s taxonomy and compared the impact of FCR and DL on student performance and perception in two different levels of cognition. Materials and Methods: In Department of Physiology, SVIMS, SPMC(W), two DL classes were conducted for two levels (level 1 and level 2) of topics and two FCR sessions were conducted for two levels of topics for 175 MBBS students of 1st year. Student performance and perception were compared between DL and FCR . Results: Student performance was significantly better with FCR method at level 2 (4.69±2.09 and 5.05±2.09, p= 0.05) with no significant difference in scores at level 1(p=0.313). Overall score comparison showed that student performance was significantly better with FCR (p&lt;0.001).Majority of the students felt FCR more suitable for level 1 topics and DL to be more suitable for level 2 topics for ease of understanding. In general, students expressed positive attitude towards FCR in terms of better interaction, student teacher relationship and motivation to learn. Conclusion: Student performance was better with FCR in level 2 topics. Student perception does not necessarily equate to what approach is best for student learning. The results of this study stress the need for faculty to plan a curriculum which includes different teaching learning methods decided based on the level of cognition.

CrossQuestion Game: A Design of a Group-Based Assessment Tool to Enhance Student Motivation during Pandemic

This paper explores the effect of applying gamification and flipped classroom approaches through our group-based assessment game, the CrossQuestion, in the course of IT in Business. The course teaches basic IT fundamentals and their application in different functional areas of business and management. In Spring 2020-21, we delivered this course through Moodle platform, integrated with the Zoom video communication tool, to introduce the CrossQuestion game as supplemental resources to engage students. We conducted measurements using the Instructional Materials Motivation Survey scales to verify the game's learning effect. We divided students into an experimental group (85 students who played the CrossQuestion game through gamified flipped classroom session–Spring 2020-21) and a control group (60 students who previously underwent lecture-based instructions and individualized formal assessments–Spring 2019-20). The analysis of students’ grades confirms improvement by applying gamified flipped classroom group-based assessments in the learning process. The students’ questionnaire also confirms that group-based assessments can improve students’ motivation. We developed a game system that was attractive to the students, implying that it can be an effective instructional and recreational material to boost morale, increase collaboration, enhance engagement and socialization opportunities, especially during this challenging pandemic.