Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course

Abstract

Increasingly, basic science educators at medical and health science programs are faced with the challenge of delivering fundamental science content using evidence based pedagogical approaches which build students fund of knowledge while also supporting their development as self-regulated learners. This has led to an increased use of active learning-based pedagogies such as flipped classroom teaching. However, there are many open questions about the conditions necessary for successful flipped classroom sessions. In particular, the role of student compliance (i.e. participation, engagement, attendance) in mediating performance needs to be evaluated. This is especially important in accelerated curricula where multiple basic science disciplines are integrated together, challenging both student's time and cognitive load. Data on pre-matriculation performance, in-class participation, weekly quiz performance, and summative assessment performance from three cohorts of medical students (n=146) at a new medical school was collected and analyzed. We found that historically high performing students more readily participated in flipped classroom application sessions compared to historically lower performing students. Correlational analysis of performance on weekly formative quizzes and the summative course exam was not related to in-class participation. However, performance on weekly formative quizzes played the most significant role in student's performance on summative exams. Efforts to understand the benefits of in-class participation beyond short-term assessment performance, such as long-term knowledge retention or development of non-cognitive skills, should be undertaken to justify using such time- and human-resource intensive pedagogies.

Examining the effects of student-centered flipped classroom in physiology education

“…Second, some evaluations of the flipped classroom strategy are based on group-assessment rather than individual students, so that some students who did not participate in group learning and discussion may even get same scores with their peers. Therefore, an updated evaluation system would be required to assess students’ compliance (i.e., participation, engagement, attendance) during the teaching process [ 30 ]. Lastly, the number of enrolled subjects in the present study is relatively small.…”

Inverted classes as a successful tool to overcome teaching and learning challenges imposed by COVID-19 lockdown to food microbiology laboratory classes

“…Among them are the lack of reproducible data comprising different academic years or universities and the impact of the pedagogical model in students of different genders, as our main population was female. Also, whether the inverted classes model promoted long-term knowledge compared to the pedagogical strategies used in pre-pandemic academic years remains to be clarified ( Chen et al, 2017 ; Steinel et al, 2022 ).…”