Enhancing student retention of prerequisite knowledge through pre‐class activities and in‐class reinforcement

Taylor, Adam; Olofson, Eric L.; Novak, Walter R. P.

doi:10.1002/bmb.20992

Cited by 24 publications

(26 citation statements)

References 18 publications

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“…This methodology restructures and reorders traditional lecture‐based (LB) approaches by moving students, rather than teachers, to the centre of learning . Such active learning should improve outcomes as learners practise with, engage with and apply their pre‐class learning . Although modern versions of the FC appeared over 10 years ago, and despite its popularity in education generally and medical education specifically, we lack firm conclusions regarding its efficacy …”

Section: Introductionmentioning

confidence: 99%

Academic outcomes of flipped classroom learning: a meta-analysis

et al. 2018

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ContextThe flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology‐enhanced pre‐class learning to transmit knowledge, incorporating in‐class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture‐based (LB) learning by meta‐analysis.MethodsWe systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes between the FC and LB approaches in higher education were considered eligible. The main findings were pooled using a random‐effects model when appropriate.ResultsForty‐six studies (9026 participants) were included, comprising four randomised controlled trials (RCTs), 19 quasi‐experimental studies and 23 cohort studies. Study populations were health science (n = 32) and non health science (n = 14) students. The risk of bias was high (36/37 articles). Meta‐analyses revealed that the FC had significantly better outcomes than the LB method in examination scores (post‐intervention and pre–post change) and course grades, but not in objective structured clinical examination scores. Subgroup analyses showed the advantage of the FC was not observed in RCTs, non‐USA countries, nursing and other health science disciplines and earlier publication years (2013 and 2014). Cumulative analysis and meta‐regression suggested a tendency for progressively better outcomes by year. Outcome assessments rarely focused on behaviour change.ConclusionsThe FC method is associated with greater academic achievement than the LB approach for higher‐level learning outcomes, which has become more obvious in recent years. However, results should be interpreted with caution because of the high methodological diversity, statistical heterogeneity and risk of bias in the studies used. Future studies should have high methodological rigour, a standardised FC format and utilise assessment tools evaluating higher cognitive learning and behaviour change to further examine differences between FC and LB learning.

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Section: Introductionmentioning

confidence: 99%

Academic outcomes of flipped classroom learning: a meta-analysis

et al. 2018

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“…Compared with the control group, which did not perform pre-class work and recitation activities, the group that did perform these scored higher. However, after 8 months, they reported that the learning effect was not maintained [14]. In our study, it was considered that the participants' knowledge was maintained to a certain extent until 6 months later, even if they attended a single program.…”

Section: Discussionmentioning

confidence: 63%

The Effect of a Half-Day Training Program for Students in Multiple Healthcare Disciplines on Communication Support for People with Amyotrophic Lateral Sclerosis using Pre- / Post-tests

Ishikawa

Narita

Imura

et al. 2020

ISASE

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Augmentative and alternative communication has been used as support for patients with communication disorders. We made a half-day training program on communication support for patients with neurodegenerative disorders, especially amyotrophic lateral sclerosis and implemented it for students in multiple healthcare disciplines at 4 universities. Participants took part in the same training program twice at half-year intervals. We defined the group that took the course for the first time as "Beginners" and the group that took the course 6 months previously as "Experienced". Fifty-eight participants (105 trials) were obtained from 4 universities and 4 faculties. Beginners' test scores increased after taking the course. These scores decreased again in the pre-test score 6 months later. However, the score was better than the pre-test score at the time of the first attendance. With the wait-list control design with half-year intervals, the pre-/ post-test scores suggested that participants retained a certain level of knowledge for 6 months.

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“…Retrieving information is important for the long‐term retention of content and developing the ability to use this information to resolve new problems that may be encountered . This can be achieved through activities that allow students to recall these concepts through solving clinical cases, answering case‐based questions, and creating concept maps.…”

Section: Discussionmentioning

confidence: 99%

Creation and implementation of a flipped jigsaw activity to stimulate interest in biochemistry among medical students

Williams

Perlis

Gaughan

et al. 2018

Biochem Molecular Bio Educ

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Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention. Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students' reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gage their learning by applying this information and work with peers. Students' improved performance especially for answering the comprehension-based questions correctly in the postquiz as well as the depth of information included in the postquiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways. Although this activity was created for medical students, the format of this activity can also be useful for other health-professional students as well as undergraduate and graduate students. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:343-353, 2018.

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Enhancing student retention of prerequisite knowledge through pre‐class activities and in‐class reinforcement

Cited by 24 publications

References 18 publications

Academic outcomes of flipped classroom learning: a meta-analysis

Academic outcomes of flipped classroom learning: a meta-analysis

The Effect of a Half-Day Training Program for Students in Multiple Healthcare Disciplines on Communication Support for People with Amyotrophic Lateral Sclerosis using Pre- / Post-tests

Creation and implementation of a flipped jigsaw activity to stimulate interest in biochemistry among medical students

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