Idioma:

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day, Leslie J.

Anatomical sciences education, 2018-11, Vol.11 (6), p.565-574 [Periódico revisado por pares]

United States: Wiley-Blackwell

Texto completo disponível

Citações Citado por

Enviar para

Título:
A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students
Autor: Day, Leslie J.
Assuntos: Academic Performance - statistics & numerical data ; Accuracy ; Achievement Gains ; active learning ; Anatomy ; Anatomy & physiology ; Anatomy - education ; Blended Learning ; Bloom's taxonomy ; Cohort Studies ; College students ; Comparative Analysis ; Curriculum ; Doctoral Programs ; Flipped Classroom ; Grades (Scholastic) ; Graduate Students ; gross anatomy education ; health professions education ; Humans ; Kinesiology ; knowledge retention ; long‐term retention ; Low Achievement ; Multiple Choice Tests ; Outcomes of Education ; Pedagogy ; Physical Therapy ; physical therapy education ; Physical Therapy Specialty - education ; Problem-Based Learning - methods ; Program Evaluation ; Retention (Psychology) ; Science Instruction ; Student retention ; Students, Health Occupations - psychology ; Students, Health Occupations - statistics & numerical data ; Teaching Methods ; Thinking ; Thinking Skills ; Transfer of Training
É parte de: Anatomical sciences education, 2018-11, Vol.11 (6), p.565-574
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long‐term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher‐level analytical questions (P < 0.001). Long‐term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre‐matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher‐level analytical anatomy multiple‐choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.
Editor: United States: Wiley-Blackwell
Idioma: Inglês

Links

Voltar para lista de resultados

Anterior Resultado 6 Avançar Ir para próxima página

Realização: Logos de Redes Sociais:

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day, Leslie J.

United States: Wiley-Blackwell

Buscando em bases de dados remotas. Favor aguardar.