Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

Abstract

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ 11: 385-396. © 2017 American Association of Anatomists.

Flipped classroom in dental education: A scoping review

“…Studies have evaluated student feedback in either of the following ways: specific questions on the FC in the course evaluation survey or components of the course evaluation as a testimony to the students perceptions and exclusive questionnaires to evaluate FC model . The Likert scale and open‐ended questions were the most commonly used tools in surveys.…”

“…Almost universally, flipped classroom model has been positively rated in student surveys . In comparison with the traditional lecture, students report that FC model is better or the difference was not significant .…”

“…No apparent difference in usage was reported but online resources followed by instructor guided were rated to be most useful . Amongst the different online resources for laboratory sessions, key atlas figures and 3D anatomy videos were highly rated compared to dissection videos and abbreviated instructions . The various online resources used in the FC have been summarised in Table .…”

“… Another study reported that pre‐class assignment (anticipated 1 hour) was to be completed by students and 1 hour of class time was given away . On the parameter of actual compliance with pre‐class activities (in contrast to reported compliance), two studies reported a high percentage of students utilising the resources …”

“…The in‐class activities in the FC have been summarised in Table . Generally, the in‐class active learning activities have been viewed positively . The duration of in‐class activities has ranged from 15 to 90 minutes.…”