Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study
| Autor: | J. Ignacio Herrero, Jorge Quiroga |
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| Rok vydání: | 2019 |
| Předmět: | |
| DOI: | 10.21203/rs.2.9889/v3 |
| Popis: | Background. The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyse its effect on learning in a pathophysiology course. Methods. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared exam results with the results the previous year and with the exam results from blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with the Student’s T test. Students answered a survey after finishing the term. Results. 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology were comparable in both years. The results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 out of 100; P=0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students that scored below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age as (were not older than) the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions. Flipped classroom increases medical students’ knowledge acquisitions in pathophysiology. It is more beneficial to male students and those with lower qualifications without academic delay. |
| Databáze: | OpenAIRE |
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