Assessment of learning gains in a flipped biochemistry classroom

Abstract

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format.

Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies

“…This correlates with the findings of other studies from both the pre-clinical and clinical stage of studies [3], [9], [21]. We were also able to show that all of the students who took part would welcome further teaching films in other courses too, indicating a high level of satisfaction with teaching films provided.…”

“…Various studies have already proven that students’ motivation can be increased by the use of the IC method [9]. A study from the field of biochemistry in particular shows that students were more satisfied with the transfer of biochemical knowledge by means of the IC method than with traditional teaching methods [21], [23]. A publication by the “New Media” committee of the GMA has already drawn up guidelines for the use of the IC method in human medicine studies [30].…”

Assessing Learning Gains

“…A recent meta-analysis by Rogaten and colleagues [25] amongst 51 learning gains studies indicated that with regards to cross-sectional studies, knowledge and understanding along with other learning gains were most often measured with Student Assessment of Learning Gains (SALG) scale [17,26,27] . SALG is a self-reported questionnaire that assesses students' perceived level of learning gains.…”

A flipped classroom redesign in general chemistry

“…Over the past 15 years (Baker, 2000;, the flipped classroom concept has continued to gain much attention, at all education levels, and in fields ranging from medicine and the natural sciences to the social sciences and humanities (Bergmann and Sams, 2012;Tucker, 2012;Scheg, 2015;Betihavas et al, 2016;Boyle et al, 2016;Buxton et al, 2016;Eichler and Peeples, 2016;Foldnes, 2016;GonzalezGomez et al, 2016;Hanson, 2016;Hao, 2016aHao, , 2016bHao and Lee, 2016;Hibbard et al, 2016;Hotle and Garrow, 2016;Huang and Hong, 2016;Janotha, 2016;Koo et al, 2016;Kvashnina and Martynko, 2016;Li et al, 2016;Liebert et al, 2016;Liou et al, 2016;McEvoy et al, 2016;McLean et al, 2016;Nash et al, 2016;Ojennus, 2016;Peterson, 2016;Pienta, 2016;Porcaro et al, 2016;Rotellar and Cain, 2016;Ryan and Reid, 2016;Schneider and Blikstein, 2016;Shaffer, 2016;Sockalingam et al, 2016;Sohrabi and Traj, 2016;Wieczkowski et al, 2016;Yu and Wang, 2016). Built upon the framework of active learning (Sirhan et al, 1999;Sirhan and Reid, 2001), different models of the flipped classroom exist <...>…”