Flipped classroom combined with human anatomy web-based learning system shows promising effects in anatomy education

Abstract

Flipped classroom has received much attention in medical education. The aim of this study was to evaluate the efficacy of flipped classroom combing with human anatomy web-based learning system in anatomy education. A total of 89 freshmen in medical specialty were enrolled and randomly allocated into either the experimental group (receiving the flipped classroom with human anatomy web-based learning system, n = 45) or control group (receiving the traditional classroom teaching, n = 44). A pre-quiz and a post-quiz were conducted before and after the classes, respectively. The improvement in scores between groups was compared. A 5-point Likert scale questionnaire was used to evaluate perceptions and experience. The mean pre-quiz scores of the 2 groups were comparable (all P > .05). However, the mean post-quiz score in the experimental group was significantly higher than that in the control group (91.44 ± 6.25 vs 86.13 ± 11.67, P < .05). The results of questionnaires showed that 44 (97.8%) students agreed with flipped classroom combined with human anatomy web-based learning system, 43 (95.6%) students obtained improved study interest in anatomy learning, and 42 (93.3%) students felt that the interactive, applied in-class activities during the class greatly enhanced their learning. Flipped classroom combined with human anatomy web-based learning system can be used as an effective learning tool for anatomy education.

Flipped Classroom versus Traditional Didactic Classroom in Medical Teaching: A Comparative Study

“…Feedback by students clearly summarized that they liked this new method of learning. Findings were consistent with previous studies that the FC method fostered students’ abilities in analyzing and solving clinical problems, thus improving the higher level of cognitive abilities [ 9 , 10 ].…”

The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)

“…For this we infer shorter videos are more suitable for students who are internships in hospitals because of their tight time and more conducive for them to integrate materials into the background of the entire course. As for offline courses, most interns said that they liked the form of teacher-student interaction, and the previous article also reached a similar conclusion [ 25 ]. Although most interns thought that they could accept the FC, the students who had just come into contact with it needed a certain period of adaption, during which they could be familiar with and accept it [ 29 ].…”

“…In the FC questionnaires, most interns thought that online courses were a good way to prepare before class, and previous studies had similar conclusion [ 12 ]. A study showed that the FC model increased their interest in learning because it allowed students to think independently and find answers through grouping, a process that stimulates learning motivation [ 25 ]. Analyzing the reasons why pre-recorded videos increase the enthusiasm for learning, researches has shown that they enable students to arrange their study plants at their own place, regardless of time and place.…”

Sala de aula invertida no ensino superior de saúde: uma revisão sistemática

“…Atividades em grupo (exercícios, debates, fóruns de discussão e outros). Oliveira et al, 2018;Melo Júnior et al, 2018;Menegaz et al, 2018;Andrés, 2018;Domínguez et al, 2015;Tang et al, 2017;Hsu et al, 2016;El-Banna et al, 2017;Ihm et al, 2017;Nishigawa et al, 2017;Lossius et al, 2016;Mc Lean et al, 2016;Gopalan & klann, 2017;Fátima et al, 2017;Kim et al, 2018;Xião et al, 2018;Jung, 2018;Kohli et al, 2019;Cho & Kim, 2019;Roe et al, 2019;Borit & Stangbaltaite-Mouhat, 2020;Halasa et al, 2020;Zheng & Zhang, 2020;Zheng et al, 2019;Shah et al, 2020;Yang et al, 2020;Sajid et al, 2016. Materiais de leitura / atividades assíncronas antes do encontro síncrono (online) ou presencial em sala de aula (artigos, livros e outros) Oliveira et al, 2018;Melo Júnior et al, 2018;Menegaz et al, 2018;Andrés 2018;Domínguez et al, 2015;Tang et al, 2017;Jesurasa et al, 2017;Rui et al, 2017;Cheng et al, 2016;Green & Schlairet, 2017;Ridell et al, 2016;King et al, 2017;Lee & Kim, 2018;Cho & Kim, 2019;Graham et al, 2019;…”

“…Atividades de avaliação de conhecimentos (questionários, pré e pós-testes, formulários avaliativos, perguntas e respostas, feedback e outros) Lucardie et al, 2017;Bonnes et al, 2017;Carrick et al, 2017;Lin et al, 2017;Lew, 2016;Sajid et al, 2016;Lochner et al, 2016;Mc Lean et al, 2016;Wu et al, 2018;Beom et al, 2018;Lee & Kim, 2018;Sohn et al, 2019;Kohler et al, 2020;Wu et al, 2020;Zante et al, 2020. Materiais audiovisuais (figuras, gráficos visuais, mapas mentais/conceituais, materiais de áudio, podcasts, palestras previamente gravadas e outros) Fleagle et al, 2018;Fátima, et al, 2017;Herrero et al, 2020;Bossaer et al, 2016;Boysen-Osborn et al, 2016;Petit et al, 2017;Kurup et al, 2020;Wu et al, 2020;Yang et al, 2020;Ferrer-Torregrosa et al, 2016;Lin et al, 2017. Aulas expositivas através de slides (aulas tradicionais) Hsu et al, 2016;Boysen-Osborn et al, 2016;Mc Lean et al, 2016;Petit et al, 2017;Beom et al, 2018;Yang et al, 2020.…”