The Effects of Flipped Learning Approaches in Anatomy Class

Abstract

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance

“…In contrast, however, a study of an undergraduate foundation anatomy and physiology unit revealed no significant difference in student examination outcomes between traditional and flipped classroom model (Jafar & Sitther, 2021). Furthermore, a non‐randomized controlled study also found the flipped model significantly improved students' problem‐solving abilities but exerted no significant effect on critical thinking compared to the control group (Hwang & Oh, 2021). Therefore, although participants in the flipped learning group were consistently satisfied with the teaching model than those in the control group, the precise role of flipped classroom in learning effectiveness is yet to be fully understood.…”

A case study comparing the flipped hybrid classroom and traditional classroom in a post-graduate chemical pathology module

“…The ability to evoke higher-order cognitive thinking (Bloom, 1956) and develop critical thinking is vital in higher education to develop a "deep knowledge" of subject matter (John Biggs, 2011). However, the research is unclear whether a flipped model supports the development of critical thinking skills (van Vliet, Winnips, & Brouwer, 2015) or shows no improvement in critical thinking (Hwang & Oh, 2021). The student experiences in our study support improved analysis and problem-solving of clinical case vignettes by both TC and FHC modes.…”

Improving student learning and performance through a continuous flipped anatomy teaching model

“…We previously found that the flipped classroom model delivered over one semester significantly improved students' performance on learning progress in the areas relevant to knowledge application (Xiao & Adnan, 2022). Similarly, as aforementioned, the flipped teaching model delivered over a short term such as one semester exerted notable influences in enhancing students' engagement (Chen et al., 2017; Elzainy & Sadik, 2022) and critical thinking skills (Hwang & Oh, 2021; Lo et al., 2021) Therefore, a short‐term implementation of a flipped classroom is perhaps sufficient to improve students' learning of anatomy relating to knowledge application, and that a long‐term implementation of the same model is not sufficient to further elevate the score. Moreover, students who enrolled in the visceral anatomy unit were third‐year undergraduate students, majoring in biomedical science, hence senior students.…”

“…Implementing a consistent teaching strategy such as a continuous flipped classroom model increased the time exposure to an active learning environment and provided students with an opportunity to excel in their ability to understand difficult concepts and solve difficult tasks in preparation for the future. Indeed, it has been shown that the flipped teaching model delivered over a short term such as one semester exerted notable influences on students' learning strategies, including learning motivation and self‐revision, and enhanced critical thinking and problem‐solving skills (Hwang & Oh, 2021; Lo et al., 2021). A short‐term delivery of the flipped teaching model strengthened their self‐directed learning capabilities (Yeh, 2021) and improved students' learning motivation and efficiency in anatomy (Houser & Kondrashov, 2018; Yeh, 2021), effects that could last over an enduring period (Lo et al., 2021; Ji et al., 2022; Zheng et al., 2022).…”

“…Implementing a consistent teaching strategy such as a continuous flipped classroom model increased the time exposure to an active learning environment and provided students with an opportunity to excel in their ability to understand difficult concepts and solve difficult tasks in preparation for the future. Indeed, it has been shown that the flipped teaching model delivered over a short term such as one semester exerted notable influences on students' learning strategies, including learning motivation and self-revision, and enhanced critical thinking and problem-solving skills(Hwang & Oh, 2021;Lo et al, 2021).…”