Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes

Timothy R Fleagle; Nicholas C Borcherding; Jennie Harris; Darren S Hoffmann

doi:10.1002/ase.1755

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Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes

Journal article

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Peer reviewed

Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes

Timothy R Fleagle, Nicholas C Borcherding, Jennie Harris and Darren S Hoffmann

Anatomical sciences education, Vol.11(4), pp.385-396

07/2018

DOI: 10.1002/ase.1755

PMCID: PMC6381391

PMID: 29283505

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https://www.ncbi.nlm.nih.gov/pmc/articles/6381391View

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Abstract

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course ( n = 241 students) allowed for analysis of students’ preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011–2013; n = 242) and three years after (2014–2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes ( P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course.

Medical Education

flipped classroom

gross anatomy laboratory

cadaver dissection

gross anatomy education

anatomy videos

prelaboratory preparation

computer-aided instruction

3D anatomy

Details

Title: Subtitle: Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes
Creators: Timothy R Fleagle - Department of Anatomy and Cell Biology, Roy J. and Lucille A. Carver College of Medicine, University of Iowa, Iowa City Iowa
Nicholas C Borcherding - Medical Science Training Program, Roy J. and Lucille A. Carver College of Medicine, University of Iowa, Iowa City, Iowa
Jennie Harris - Department of Endodontics, University of Iowa College of Dentistry, Iowa City, Iowa
Darren S Hoffmann - Department of Anatomy and Cell Biology, Roy J. and Lucille A. Carver College of Medicine, University of Iowa, Iowa City Iowa
Resource Type: Journal article
Publication Details: Anatomical sciences education, Vol.11(4), pp.385-396
DOI: 10.1002/ase.1755
PMID: 29283505
PMCID: PMC6381391
NLM abbreviation: Anat Sci Educ
ISSN: 1935-9772
eISSN: 1935-9780
Grant note: DOI: 10.13039/100000002, name: National Institutes of Health, award: F30 CA206255
Language: English
Date published: 07/2018
Academic Unit: Dermatology; Oral Pathology, Radiology and Medicine; Anatomy and Cell Biology
Record Identifier: 9984025361702771

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