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Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness

The flipped classroom (FC) teaching has been increasingly employed in medical education. Many studies have shown this “student-centered” pedagogical model improves students' overall achievement in the course, with students showing more motivation and better self-directed learning skills when co...

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Autores principales: Ji, Ming, Luo, Ziqiang, Feng, Dandan, Xiang, Yang, Xu, Jianping
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8995769/
https://www.ncbi.nlm.nih.gov/pubmed/35419334
http://dx.doi.org/10.3389/fpubh.2022.835810
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author Ji, Ming
Luo, Ziqiang
Feng, Dandan
Xiang, Yang
Xu, Jianping
author_facet Ji, Ming
Luo, Ziqiang
Feng, Dandan
Xiang, Yang
Xu, Jianping
author_sort Ji, Ming
collection PubMed
description The flipped classroom (FC) teaching has been increasingly employed in medical education. Many studies have shown this “student-centered” pedagogical model improves students' overall achievement in the course, with students showing more motivation and better self-directed learning skills when compared to the traditional classroom teaching. However, most of the previous studies have been evaluating the short-term effects of FC teaching conducted upon completion of the course. The retention of the promotion and the long-term effects on learning of students' subsequent courses deserve further attention and evaluation. By adopting and running FC teaching in the whole course of physiology, this study aimed to determine the short-term impact of FC teaching on students' learning of physiology course and also the long-term influences in students' learning of follow-up medical curriculums within 18 months after the completion of physiology course. 119 sophomore students majoring in clinical medicine from Central South University were recruited and they were assigned randomly into two groups: the control group (n =61) who received the traditional lecture (TL) teaching, and the experimental group (n =58), who received the FC teaching. In this study, students' final exam scores were used to assess their learning effectiveness and an independent samples t-test was conducted to compare scores between the two groups. Our study showed that FC teaching significantly improved the learning outcome of physiology in the experimental group compared with the control group (P = 0.0001) without obvious impact on the learning of other subjects conducted in the same period of time. Moreover, our results also demonstrated the long-term benefit of FC teaching, with students from the experimental group scoring higher in pathophysiology (P = 0.006), pathology (P = 0.029), pharmacology (P = 0.0089), diagnostics (P = 0.01) and internal medicine (P = 0.0004) than those from the control group. The study results indicate that FC is a promising teaching approach to increase students' learning effectiveness in physiology course, and the long-term effects of FC facilitate the learning of the follow-up medical courses. Furthermore, this study also demonstrates that although the time investment on physiology is increased by FC teaching, it does not weaken students' learning of other courses conducted in the same period of time.
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spelling pubmed-89957692022-04-12 Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness Ji, Ming Luo, Ziqiang Feng, Dandan Xiang, Yang Xu, Jianping Front Public Health Public Health The flipped classroom (FC) teaching has been increasingly employed in medical education. Many studies have shown this “student-centered” pedagogical model improves students' overall achievement in the course, with students showing more motivation and better self-directed learning skills when compared to the traditional classroom teaching. However, most of the previous studies have been evaluating the short-term effects of FC teaching conducted upon completion of the course. The retention of the promotion and the long-term effects on learning of students' subsequent courses deserve further attention and evaluation. By adopting and running FC teaching in the whole course of physiology, this study aimed to determine the short-term impact of FC teaching on students' learning of physiology course and also the long-term influences in students' learning of follow-up medical curriculums within 18 months after the completion of physiology course. 119 sophomore students majoring in clinical medicine from Central South University were recruited and they were assigned randomly into two groups: the control group (n =61) who received the traditional lecture (TL) teaching, and the experimental group (n =58), who received the FC teaching. In this study, students' final exam scores were used to assess their learning effectiveness and an independent samples t-test was conducted to compare scores between the two groups. Our study showed that FC teaching significantly improved the learning outcome of physiology in the experimental group compared with the control group (P = 0.0001) without obvious impact on the learning of other subjects conducted in the same period of time. Moreover, our results also demonstrated the long-term benefit of FC teaching, with students from the experimental group scoring higher in pathophysiology (P = 0.006), pathology (P = 0.029), pharmacology (P = 0.0089), diagnostics (P = 0.01) and internal medicine (P = 0.0004) than those from the control group. The study results indicate that FC is a promising teaching approach to increase students' learning effectiveness in physiology course, and the long-term effects of FC facilitate the learning of the follow-up medical courses. Furthermore, this study also demonstrates that although the time investment on physiology is increased by FC teaching, it does not weaken students' learning of other courses conducted in the same period of time. Frontiers Media S.A. 2022-03-28 /pmc/articles/PMC8995769/ /pubmed/35419334 http://dx.doi.org/10.3389/fpubh.2022.835810 Text en Copyright © 2022 Ji, Luo, Feng, Xiang and Xu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Public Health
Ji, Ming
Luo, Ziqiang
Feng, Dandan
Xiang, Yang
Xu, Jianping
Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title_full Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title_fullStr Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title_full_unstemmed Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title_short Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness
title_sort short- and long-term influences of flipped classroom teaching in physiology course on medical students' learning effectiveness
topic Public Health
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8995769/
https://www.ncbi.nlm.nih.gov/pubmed/35419334
http://dx.doi.org/10.3389/fpubh.2022.835810
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