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Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy
Anatomical sciences education, 2017-03, Vol.10 (2), p.170-175
Morton, David A.
Colbert‐Getz, Jorie M.
2017
Details
Autor(en) / Beteiligte
Morton, David A.
Colbert‐Getz, Jorie M.
Titel
Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy
Ist Teil von
Anatomical sciences education, 2017-03, Vol.10 (2), p.170-175
Ort / Verlag
United States: Wiley-Blackwell
Erscheinungsjahr
2017
Link zum Volltext
Quelle
Wiley Blackwell Single Titles
Beschreibungen/Notizen
The flipped classroom (FC) model has emerged as an innovative solution to improve student‐centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of cognition (low or high) needed to perform well on the outcome, or course assessment. This study tested the hypothesis that (1) students in a FC would perform better than students in a LC on an assessment requiring higher cognition and (2) there would be no difference in performance for an assessment requiring lower cognition. To test this hypothesis the performance of 28 multiple choice anatomy items that were part of a final examination were compared between two classes of first year medical students at the University of Utah School of Medicine. Items were categorized as requiring knowledge (low cognition), application, or analysis (high cognition). Thirty hours of anatomy content was delivered in LC format to 101 students in 2013 and in FC format to 104 students in 2014. Mann Whitney tests indicated FC students performed better than LC students on analysis items, U = 4243.00, P = 0.030, r = 0.19, but there were no differences in performance between FC and LC students for knowledge, U = 5002.00, P = 0.720 or application, U = 4990.00, P = 0.700, items. The FC may benefit retention when students are expected to analyze material. Anat Sci Educ 10: 170–175. © 2016 American Association of Anatomists.
Sprache
Englisch
Identifikatoren
ISSN: 1935-9772
eISSN: 1935-9780
DOI: 10.1002/ase.1635
Titel-ID: cdi_proquest_miscellaneous_1826722580
Format
–
Schlagworte
Anatomy
,
Anatomy - education
,
Blended Learning
,
Bloom's taxonomy
,
Cognition
,
Cognitive Ability
,
Curriculum
,
didactic methodology
,
Education, Medical, Undergraduate - classification
,
Education, Medical, Undergraduate - methods
,
Educational Measurement - methods
,
Educational Status
,
Educational Technology
,
effectiveness of anatomy education
,
Female
,
flipped classroom
,
gross anatomy education
,
Homework
,
Humans
,
Hypothesis Testing
,
Knowledge Level
,
Lecture Method
,
Male
,
medical education
,
Medical Students
,
Memory
,
Problem-Based Learning - classification
,
Problem-Based Learning - methods
,
Schools, Medical
,
Statistical Analysis
,
students' performance
,
Students, Medical - psychology
,
Surveys and Questionnaires
,
Teaching
,
Teaching Methods
,
Technology Uses in Education
,
Tests
,
Time Factors
,
Utah
,
Video Technology
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