Lecture Classes Research Articles

An Exploratory Data Analysis for Synchronous Online Learning Based on AFEA Digital Images

The spread of COVID-19 throughout the world has affected the education sector. In some higher education institution, such as Polytechnic Caltex Riau (PCR), it is mandatory for students to participate in synchronous or asynchronous learning activities via virtual classroom. Synchronous online learning is usually supported by video conferencing media such as Google Meeting or Zoom Meeting. The communication between lecturers and students is captured as an image as evidence of students’ interaction and participation in certain learning subjects. These images can provide information for lecturers in determining students’ internal feelings and measuring students’ interest through facial emotions. Taking this reason into account, the current research aims to analyze the emotions detected in facial expression through images using automatic facial expression analysis (AFEA) and exploratory data analysis (EDA), then visualize the data to determine the possible solution to improve the educational process’ sustainability. The AFEA steps applied were face acquisition to detect facial parts in an image, facial data extraction and representation to process feature extraction on the face, and facial expression recognition to classify faces into emotional expressions. Thus, this paper presents the results obtained from applying machine learning algorithms to classify facial expressions into happy and unhappy emotions with mean values of 5.58 and 2.70, respectively. The data were taken from the second semester of 2020/2021 academic year with 1,206 images. The result highlighted the fact that students showed the facial emotion based on the lecture types, hours, departments, and classes. It indicates that there are, in fact, several factors contributing to the variances of students’ facial emotions classified in synchronous online learning.

Distance learning: the view of students and teachers

The purpose of the article is to study the technologies of distance learning and the attitude to this form of education of students and teachers (on the example of VP "MF KNUKiM" and VP " Mykolaiv Faculty of Management and Business of the KUC"). The methodological basis of the study. In the course of the research scientific methods of analysis, synthesis, generalization, method of questionnaires of students and teachers of VP "Mykolaiv branch of KNUKiM", VP "Mykolaiv faculty of management and business of KUC" were applied. Quantitative methods were used to process the results of the survey. The scientific novelty of the work is the generalization of knowledge about the possibility of introducing distance learning in the educational process of training in the field of knowledge "Culture and Art", in particular, the specialty "Information, Library and Archival Affairs"; outlining the main features of distance learning through the prism of the views of students and teachers, their readiness for self-study and self-improvement; a vision of prospects for the development of distance learning, etc. Conclusions. It has been proven that distance learning technologies create conditions for fruitful interaction between teachers and students as subjects of the information environment and promote the development of their competencies, including the ability to self-development and analytical thinking. The survey found that more than half of students have a positive attitude towards distance learning and the use of modern information technology to obtain information. The most popular were practical and lecture classes using multimedia technologies. Among the prospects of distance learning by students on the ranked list are selected manufacturability, flexibility, and modularity. The results of the survey proved that distance learning technologies, based on the principles of open learning, create a modern information educational environment that is attractive to student youth. Based on the study, it was determined that distance learning can be actively used in the system of blended learning for students of the information sphere, and in times of crisis - as an independent element of modern education. Key words: information and communication technologies, distance education, distance learning, students, teachers.

The effect of a virtual simulation-based educational application on nursing students' belief and self-efficacy in communicating with patients about complementary and alternative medicine

BackgroundSimulation-based learning that focuses on the development and assessment of communication and counseling skills can help nursing students achieve better skill performance and gain self-confidence with decision-making ability. It is unknown whether virtual simulation as an instructional design significantly improves educational outcomes than a traditional lecture with low-fidelity simulation in students. ObjectivesThe aim was to explore the effect of a virtual simulation-based educational smartphone application on nursing students' beliefs and self-efficacy in communicating with patients about complementary and alternative medicine (CAM) use. DesignA quasi-experimental study with pretest-posttest nonequivalent control group design. Settings and participantsA total of 101 nursing students, who were in their second or third-year nursing program at a Southern Taiwan university volunteered to participate in the academic year 2020–2021. Participants were assigned to an experimental or control group in an elective course. MethodsAll participants received a 4-hour lecture that included an in-class lecture with low-fidelity simulation (paper-based scenarios) about the risk-benefit assessment of a patient's CAM use. The experimental group received a series of 13 virtual simulation exercises with clinical scenarios by means of a smartphone application. Data from belief and self-efficacy scales were collected at the beginning and end of the course from September 2020 to February 2021. Descriptive and inferential statistics were analyzed using the IBM® SPSS® version 23.0. ResultsAlthough both groups significantly improved their belief and self-efficacy scale scores, the experimental group had significant differences in overall self-efficacy in communicating with patients about CAM use compared with the control group, specifically the CAM perceptions and self-confidence scores. ConclusionsAlthough both in-class and virtual simulation improved nursing students' belief and self-efficacy, the virtual simulation-based educational app is effective as an adjunct learning tool in significantly increasing nursing students' self-efficacy in communicating with patients about CAM use to help minimize their risks.

Clinical Decision‐Making in Endocrine Physiology: Induced Hypoglycemia in Dogs

Clinical endocrinology cases present unique challenges to veterinary students, as assessment and management encompasses various shades of grey. In order to process nuances and make clinical decisions, students must have a firm grasp of the basic tenets of endocrine physiology, such as the relationship between various hormones and negative feedback loops. We hypothesized that incorporating current diabetes monitoring technology into a hands‐on first‐year veterinary physiology laboratory would improve their understanding of glucose homeostasis. Students receive didactic instruction in foundational endocrine physiology concepts during their physiology lecture class. The laboratory applies the concept of glucose homeostasis and the role of insulin and counterregulatory hormones, as well as the impetus for clinical decision‐making in hypoglycemic patients. Before entering the laboratory, students complete a pre‐laboratory questionnaire assessing medical math, glucose homeostasis concepts, and overall predictions for decision‐making as a team (approximately six students per laboratory group). Each group is assigned a dog from the Veterinary Physiology and Pharmacology (VTPP) teaching colony. The dogs are non‐diabetic and fasted the night before the laboratory takes place. A flash glucose monitoring system (FGMS), which measures interstitial glucose concentration, is applied to each dog before the start of that day’s laboratory. The students must weigh their dog and calculate a dose of regular insulin at 0.3 U/kg; one of the abstract’s authors double checks each dose for accuracy. Students administer regular insulin intravenously and use various methods to check the blood glucose with a portable blood glucose meter (PBGM) and the interstitial glucose concentration with the FGMS every 10 minutes. Based on the glucose concentration and the dog’s clinical signs, students are empowered to make corrections using a single dose of dexamethasone, intravenous dextrose, and/or food. Once the dog is normoglycemic and they have completed at least 90 minutes’ worth of readings, the exercise is complete. Students complete a post‐laboratory survey assessing the same concepts as the pre‐laboratory survey. In the pre‐laboratory survey, students frequently commented that they expected to gain a better understanding of glucose homeostasis and the effects of insulin on dogs. They discussed delegating work and the impact of various communication styles on the overall flow of the laboratory session. In the post‐laboratory survey, students frequently commented on their newfound respect for how rapidly insulin acts within the body, as well as treating the clinical signs of hypoglycemia quickly. The students identified communication obstacles and various techniques and solutions developed in a short time period. Our endocrine physiology laboratory cements key concepts introduced in lecture, as 94% (164/174) of students reported that the laboratory improved their understanding of glucose homeostasis. When asked if their group communicated well, 97% (168/174) of students agreed. The laboratory is uniquely situated to blend conceptual physiology knowledge with critical thinking and clinical decision‐making skills.

Bridging the Gap Between Theory and Active Learning: A Case Study of Project-Based Learning in Introduction to Materials Science and Engineering

The current investigation is a case study of project-based learning methodology (PBL) applied to one of the most widespread engineering basic courses: introduction to materials science and engineering. The project was conducted with first year undergraduate students of Mechanical Engineering. For this, some of the theory-based class lecture was reduced to fit 40% of a multidisciplinary project that required producing walking sticks and crutches for people with limited mobility while using inexpensive materials and the most preferred solid waste materials. Students participating in this project designed, tested, and evaluated each other’s final product. In addition, students presented a technical report with an extended literature review that included information of the manufactured part. Differing from other PBL studies, the instructor evaluated the students’ progress at four different time points throughout the semester, through a summative evaluation process in which it was certified, through a qualification, in accordance with the learning developed during the mediation process with the students. Students, faculty members, professionals, and local experts in the manufactured parts were given a survey to evaluate the fabricated parts for aesthetics and innovation. A non-profit organization also participated in sensitizing the students to provide better solutions for people with several oral presentations during the class time. To assess the effectiveness of the PBL method, the Mechanical Engineering course was compared to another one using a traditional teaching approach, where the comparison was based on the same exams administered on both study groups. The method implemented in this study has proven to be a good strategy for teaching materials engineering courses, allowing students to participate in interdisciplinary projects. From this experience, it is concluded that it is feasible to implement active methods as an alternative to the courses taught using only traditional methods.

A New Vision of Teaching Clinical Pharmacology and Therapeutics for Undergraduate Medical Students.

For many years, clinical pharmacology (CP) has been taught at schools of medicine via traditional methods including classic lectures and experimental sessions. The explosion of scientific knowledge and the availability of many treatment options have necessitated the development of new strategies for pharmacology teaching and learning. Applying information learnt in real-life situations has become more important than finding information that is readily available in many places. The newly implemented reformed curriculum at Umm Al Qura University – Faculty of Medicine (UQUMED) is a student-centred, competency-based curriculum with enhanced integration across the disciplines. Teachers and students have a great responsibility in updating the curriculum. The “Use of Medicine” (UofM) vertical module is part of this reformed curriculum that focuses on key principles, a core list of medications, the vertical and horizontal integration of subjects, the knowledge application to real case situations, enhanced critical thinking and self-learning. It emphasizes rational prescribing, safe medical practice and excellence in teaching CP and therapeutics. The adoption of newer and innovative teaching and assessment methods and the training of faculty/staff can help to refresh CP education. One challenge in CP education is that teachers are shifting from acting as information providers to acting as facilitators so that students become life-long learners. The assessment of our reformed curriculum uses several valid reliable tools to evaluate the achieved skills and competencies. This manuscript describes the transformational changes in CP education at UQU up to the development and implementation of the UofM vertical module as part of the reformed UQUMED curriculum. Continuous updates in CP education are critical for rational, safe, and affordable medication prescribing for better patient care.

Exploring Lecture Evaluation Tools Suitable for online classes at Universities

Purpose: To develop an evaluation tool suitable for online classes at universities due to the increased focus on the quality management of university classes because of the impact of COVID-19. Methods: Nineteen items relevant to evaluation of the teaching and learning at university were extracted from a review of previous studies and the content analysis by experts was undertaken. Based on the CIPP evaluation model, 16 items were selected from the analysis of learning evaluations of 1,000 students at the end of the second semester of 2021 at the researcher’s workplace. Results: First, following confirmatory exploratory factor analysis (CFA), 16 learning evaluation items were converted into a single factor related to learning and teaching. Second, as a result of confirmatory factor analysis (CFA) by the academic field, 16 learning evaluation items were converted into a single factor. Third, 16 learning evaluation items were found to have a significant positive effect on the learning evaluation score. Conclusion: The learning evaluation tools developed through this study were demonstrated to be meaningful in that they can be applied at the individual educator and university level to improve the quality of lectures in online classes in the future.

Benny C. Chan

The traditional approach to teaching college chemistry, which includes in-class lectures and expectations of hours of individual study, often acts as a roadblock for underrepresented students seeking a career in science . Traditional thermoelectric materials, which include bismuth tellurides and selenides, can act like heat pumps in cooling systems when jolted by an electrical current. Benny C. Chan has applied his love of problem-solving to change the structures of both. Through an interdisciplinary approach to research, he has helped fill gaps in chemistry education as well as in the published crystal structures of thermoelectric compounds. Chan, an inorganic chemist and chair of the Chemistry Department at the College of New Jersey, studies how adding elements to bismuth telluride compounds might disrupt their structures and change their thermoelectric properties. Students in his lab have published the structures of a wide variety of chemical compounds, including organic compounds that had been overlooked

WEB APPLICATIONS AND ONLINE RESOURCES FOR 21ST CENTURY CHEMICAL ENGINEERING EDUCATION: A REVIEW

The chemical engineering profession has evolved over the years. The areas in which chemical engineering finds application has gone beyond the boundaries of the traditional chemical industry. The demands of the industry on new chemical engineering graduates have changed over the years and the Covid-19 pandemic brought an urgency on institutions of higher learning to move learning online. The use of web applications and online resources are not new and can be blended with in-class lectures to deliver some of the deliverables expected from chemical engineering programs including ability to handle experiments remotely. This paper explores the trend in teaching chemical engineering in a more digitized world, highlight some of these digital tools and how they can be used effectively in chemical engineering education. Keywords: Covid-19; flipped classroom; chemical engineering education; virtual lab; digital tools.

Implementing a flipped classroom model to teach an introductory musical acoustics course

Because of the COVID-19 pandemic and our institution's response to the emergency, our musical acoustics course was delivered exclusively online for a full academic year, followed by a semester where only the lab component was in-person. A library of videos was developed to provide this course online. The videos contained the lecture content for the entire course. A flipped class model was adopted upon returning the course to a face-to-face modality. Students were assigned to watch the videos of class lecture material at home instead of expecting to hear that material presented in the classroom. Classtime was exclusively reserved for laboratory activities, answering student questions, and applying concepts covered in the videos to problems in preparation for class assessments. The benefits and challenges of this course delivery method will be addressed.

University Academia’s Perceptions about Using Mother Language or Foreign Language as Medium of Instructions

The language is the utmost necessity for the survival of the races. In broader view, language may not be confined to any territory or nation. The main objectives were to explore the opinions of university faculty members in selection of medium of instructions during lectures, indicators responsible for as key motivators and to investigate the academic confidence among university students when they learn through specific medium of instructions. The perceptions from the universities’ faculty members were collected as the use of national and foreign language is most applicable in teaching learning environment. The simple random sampling technique was used for selection of one hundred university teachers from University of Education and GC University Faisalabad. The Self-developed tool, about mediums of instructions and Faculty Preference Survey (MIFPS) was used. The findings of the study showed that faculty members are more willing to use foreign language during their class lectures. They said foreign language is necessary to explain international terminologies while delivering the lectures. Male students were more optimistic to use foreign language as medium of instruction than that of female students. The learners showed positive attitude when national language is used. The male students’ confidence level was high when teachers use national language as medium of instruction as compared to foreign language. Students revealed to be much creative in using national language for learning purpose. It is suggested that both languages should be used at higher educational level to compete internally and the rest of the world.

강의식 이론수업에 병행한 직소(Jigsaw)모형 협동학습의 평가

Objectives This study aimed to confirm the effect of jigsaw model cooperative learning combined with the lecture class on self-directed learning ability and academic self-efficacy, and to explore the applicability to alternative teaching and learning methods.
 Methods Nursing students, 66 in the experimental group and 72 in the control group, participated in the study. In the experimental group, jigsaw model cooperative learning combined with the lecture class was conducted. Differences in self-directed learning ability and academic self-efficacy were compared between the experimental group and the control group. In the experimental group, changes in self-confidence about learning contents, peer evaluation and self-evaluation, and satisfaction with cooperative learning were examined.
 Results The jigsaw model cooperative learning combined with the lecture class had a significant effect on the improvement of self-directed learning ability (p=.003), but the difference in academic self-efficacy was not significant compared with the control group (p=. 144). The students who participated in the jigsaw model cooperative learning showed improved self-confidence (p<.001), high peer evaluation (4.49±0.51), self-evaluation (4.41±0.60), and satisfaction score (4.80±0.48).
 Conclusions The application of the jigsaw model cooperative learning combined with the lecture class increased self-directed learning ability, and showed positive effects on self-confidence and students evaluation and satisfaction with the jigsaw model cooperative learning operation process. Therefore, it is recommended that the jigsaw model cooperative learning is an alternative teaching and learning method that can be combined with lecture classes.

Shifting beliefs and practices on translanguaging in an online master’s programme

The purpose of this article is to present action research on translanguaging beliefs and practices in an online graduate education programme. The focal course is a master’s programme in an English-medium university in Kazakhstan, a country with two official languages (Kazakh and Russian), a trilingual education policy to develop proficiency in English alongside Russian and Kazakh, and a history of mixing Russian and Kazakh languages. The focal course shifted to an online teaching mode in Fall 2020 due to the Covid-19 crisis. The author has analysed data from a Zoom recording of a class lecture and a post-course anonymous survey to identify students’ beliefs and shifts in beliefs, along with influences on those beliefs. The findings suggest there are a constellation of influences online and offline that contribute to the positions and movement of student beliefs along different continua about translanguaging. One unique online contribution may be workshops and seminars in distant locales that might not otherwise be accessible for students face-to-face. Regardless of modality, providing active models of pedagogical translanguaging is recommended in future professional development courses.

Disinterest in academics of medical students after COVID-19

Background- National Medical Commission has made the mandate of 75% class attendance as eligibility criteria to appear in professional university examinations. Which has given the importance to class attendance, through which the student can improve his academic performance and score good marks in exams also. It is notice that students shown the disinterest in class lectures rejoining the college after COVID-19. Aims And Objectives-The purpose of the present study was to analyze the causes of disinterest in lectures which is resulting to low attendance and substandard performance. Material And Methods- This descriptive, cross‑sectional study of student’s absenteeism was conducted on 580 students from phase 1 to phase III MBBS students of SARASWATI MEDICAL COLLEGE UNNAO, India. During the year 2021. After the consent from institutional Medical Education Unit. The response was collected through a structured, pretested questionnaire. Result was concluded on Likert scale and SPSS 22 software. result- The results showed that major reasons for student disinterest were long class room study hours (mean 3.95), target based post graduate studies (mean 3.78), teaching ability of faculty (mean 3.72), social media (3.58), you-tube and online studies (mean 3.39), ill‑health (mean 2.57), over confidence (mean 2.81), other factors (mean 2.23).

A deeper understanding of student preferences for in-class video use: a segmentation analyses of needs, group differences and preference clusters

PurposeThis study analyzed segment differences of student preference for video use in lecture classes and university use of video lecture classes. The authors then conducted novel gap analyses to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. Multivariate analysis of variance (MANOVA) was used to identify significant factors that explain the gaps.Design/methodology/approachSegment differences of student preference for video use in lecture classes and university use of video lecture classes were analyzed. Novel gap analyses were then conducted to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. MANOVA was used to identify significant factors that explain the gaps.FindingsGap analysis of video preference relative to video exposure showed a bimodal distribution, with an approximately even split between students with an overall deficit (44.5%) and surplus (47%) of in-class videos. Deficit means students preferred to see more videos than what the lecturer showed them. Surplus means the lecturer showed students more videos than they preferred to see. Further analyses break down the deficits and surpluses based on the type of videos shown.Practical implicationsResults are useful as an effective diagnostic tool for education managers because they are not at the individual student level but rather by course level. One implication for educational managers is that a one-size-fits-all approach for all courses will benefit some students and annoy others.Originality/valueThis paper extends Alpert and Hodkinson’s (2019) findings by identifying preference clusters and performing segmentation analyses based on finer-grained disaggregated data analysis.

Targaryen Thought Experiments: Do Science Fiction and Fantasy Examples Aid or Obfuscate Student Learning?

AbstractSeveral recently published international relations and criminal justice writings, textbooks, and supplements focus on using science fiction and fantasy texts to teach social science theories. This article investigates how science fiction and fantasy examples affect student learning compared to documentary films. We use mixed methods to conduct two studies on the use of science fiction and fantasy in political science and criminal justice classrooms. In the first study, we divide up a large lecture class, comparing how examples from the HBO series Game of Thrones versus documentary films affect student learning about the United Nations and peacekeeping. Our second study uses a combination of interviews and surveys to assess how students apply various criminological theories to the 1997 film Gattaca versus a documentary. Our research reveals that science fiction and fantasy examples neither help nor harm student learning. However, incorporating examples from fictional worlds may alienate some students, affecting their enjoyment of class and perception of preparedness. Most importantly, we find that the use of fictional examples creates an interpretive barrier in the classroom. Thus, we recommend judicious use of science fiction and fantasy examples. When fictional examples are used, we encourage student preparation and extensive debriefing.

Effective Practices for Educators to Increase Online Interaction Quality

Amidst the Covid-19 Pandemic is still with us, the teaching and learning process has undergone a revolution towards digital academia. Educators doubt whether large online classes are effective because virtual classrooms hinder good communication as learners do not interact meaningfully to class lectures. This study aims to examine the ways that self-efficacy can help to enhance online interaction in terms of student-content, student-student, student-teacher and student-medium and to investigate whether these interaction types are influential in the moderating effect of the perceived harm of getting COVID-19.This is a cross-sectional study which employs quantitative methods using a questionnaire that is designed based on the Social Capital Theory and consists of two domains. A sample of 641 learners who have experienced Online Distance Learning whether in secondary school, foundation, diploma, or degree programme reported their virtual learning experience. This study reveals that most of the participants agree that they obtained an effective online learning, nevertheless several issues related to a competent virtual learning needs to be solved such as the need to acknowledge students’ personality traits that are proactive could empower internet self-efficacy and online interaction quality. These research findings encourages for proactive interactions from all parties involved and the call for more relevant classroom activities and material that could ensure the success of virtual academia.

Does an Attendance-Credit Increase Medical Students’ Attendance in In-class Lectures and Performance in Pharmacology and What is the Correlation Between Class Attendance and Performance on Pharmacology Exams?

ABSTRACT Objectives This study aimed to find out the effect of an attendance-credit on class attendance and performance on Pharmacology exams, and analyze a correlation between class attendance and performance on Pharmacology exams. Methods A total of 182 students from a period of two years, January 2017 to December 2018, were enrolled in the study. Ethical clearance was obtained from the institutional review board. Attendance of the first group of students was credited whereas the attendance of the second group of students was not credited. Lecture materials were made available and downloadable to the students from the beginning of the semester until the end of final exams, irrespective of their class attendance. Assessment items were single response multiple-choice questions built around clinical vignettes. Pearson correlation and Chi-Square (χ2) tests were used as tests of significance. The level of significance was considered at P-value ≤0.05. Results Eighty seven percent (87%) of students attended more than 70% of lectures when class attendance was credited whereas only 44% of students attended more than 70% of lectures when the attendance was not credited. The average of ‘credited class attendance’ was 87% vs 61% for ‘non-credited class attendance’ (P<0.001). The correlation between academic score and ‘credited class attendance’ was significant (r= 0.240, df= 90, r for df 90 at P=0.05 is 0.205), and the correlation between academic score and ‘non-credited class attendance’ was stronger (r= 0.368, df= 88, r for df 80 at P=0.01 is 0.283) than for credited attendance. Conclusion Provided that lecture materials are available and downloadable from the beginning until the end of the semester to the medical students, an attendance-credit, an external motivation, increased the class attendance significantly in the lectures. However, it did not increase the performance on Pharmacology exams accordingly. The class attendance had a significantly positive correlation with the performance on Pharmacology exams. So, present study concludes that students who attend the lectures irrespective of the external motivation perform significantly higher on the exams, and it has a strong positive linear correlation.

Does an Attendance-Credit Increase Medical Students’ Attendance in In-class Lectures and Performance in Pharmacology and What is the Correlation Between Class Attendance and Performance on Pharmacology Exams?

ABSTRACT Objectives This study aimed to find out the effect of an attendance-credit on class attendance and performance on Pharmacology exams, and analyze a correlation between class attendance and performance on Pharmacology exams. Methods A total of 182 students from a period of two years, January 2017 to December 2018, were enrolled in the study. Ethical clearance was obtained from the institutional review board. Attendance of the first group of students was credited whereas the attendance of the second group of students was not credited. Lecture materials were made available and downloadable to the students from the beginning of the semester until the end of final exams, irrespective of their class attendance. Assessment items were single response multiple-choice questions built around clinical vignettes. Pearson correlation and Chi-Square (χ2) tests were used as tests of significance. The level of significance was considered at P-value ≤0.05. Results Eighty seven percent (87%) of students attended more than 70% of lectures when class attendance was credited whereas only 44% of students attended more than 70% of lectures when the attendance was not credited. The average of ‘credited class attendance’ was 87% vs 61% for ‘non-credited class attendance’ (P<0.001). The correlation between academic score and ‘credited class attendance’ was significant (r= 0.240, df= 90, r for df 90 at P=0.05 is 0.205), and the correlation between academic score and ‘non-credited class attendance’ was stronger (r= 0.368, df= 88, r for df 80 at P=0.01 is 0.283) than for credited attendance. Conclusion Provided that lecture materials are available and downloadable from the beginning until the end of the semester to the medical students, an attendance-credit, an external motivation, increased the class attendance significantly in the lectures. However, it did not increase the performance on Pharmacology exams accordingly. The class attendance had a significantly positive correlation with the performance on Pharmacology exams. So, present study concludes that students who attend the lectures irrespective of the external motivation perform significantly higher on the exams, and it has a strong positive linear correlation.

Implementation of flipped classroom combined with case-based learning: A promising and effective teaching modality in undergraduate pathology education.

The popularity of flipped classroom (FC) is growing in medical education. However, the application of FC in pathology teaching has not been well explored. This study assessed the efficacy of FC combined with case-based learning (CBL) in undergraduate pathology education via comparison with a traditional lecture-based classroom (LBC).A total of 117 third-year students were enrolled and assigned to the FC group (n = 59) or LBC group (n = 58) with demographic matches. Two sections in the pathology textbook (cardiovascular and respiratory system diseases) were chosen for the teaching content. Students in the FC group were required to study the preprovided course materials pre-class, followed by clinical case-based interactive group discussion in-class. Students in the LBC group were encouraged to preview and attended a didactic lecture in class. Post-class quizzes and Likert questionnaires were performed to investigate the efficacy and possible advantages of CBL-based FC over LBC.The scores of the 2 groups in the mid-term examination of pathology before interventions were comparable. However, students in the FC group gained significantly higher scores in the post-quizzes than those in the LBC group, especially the scores regarding the questions of clinical case analysis. In the questionnaires, more students considered CBL-based FC to be beneficial to learning motivation, knowledge comprehension, critical thinking, patient management and teamwork than LBC. In addition, more students agreed that the FC model increased pre-class burden than LBC, rather than in-class pressure.CBL-based FC modality has promising effects on undergraduate pathology education and may be a better choice than traditional LBC. Further optimizations are needed to implement this novel approach in pathology and other medicine curricula.