Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery

Taglieri, Catherine A.; Schnee, David; Camiel, Lana Dvorkin; Zaiken, Kathy; Mistry, Amee; Nigro, Stefanie C.; Tataronis, Gary; Patel, Dhiren; Jacobson, Susan

doi:10.1016/j.cptl.2017.01.007

Cited by 32 publications

(29 citation statements)

References 25 publications

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“…Some benefits cited have included a higher‐level of learning and further engagement in the material (Bergmann and Sams, ; Marcey and Brint, ; Jeavons et al, ); increase in creativity and critical thinking (Al‐Zahrani, ); a switch to a student‐centered learning environment (Bergmann and Sams, ; Pierce and Fox, ; McLaughlin et al, ); higher‐level of student‐teacher interaction (Bergmann and Sams, ); a more structured approach to learning (Baepler et al, ); and frequently reported increase in student performance (Moravec et al, ; Deslauriers et al, ; Missildine et al, ; Schultz et al, ; Ryan and Reid, ; Cheng et al, ). Quantitative and qualitative studies have been conducted in a variety of STEM courses including general chemistry (Ryan and Reid, ), physiology (Tune et al, ), physics (Deslauriers et al, ), biology (Moravec et al, ), engineering (Rais‐Rohani and Walters, ), and to a smaller extent in the health professions curricula such as nursing (Missildine et al, ; Shatto et al, ), pharmacy (McLaughlin et al, ; Taglieri et al, ), medicine (Tolks et al, ; Zgheib et al, ; Chen et al, ), and physical therapy (Boucher et al, ). However, very few rigorous studies have been conducted in physical therapy curriculum or in upper‐level anatomy courses.…”

Section: Introductionmentioning

confidence: 99%

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day

2018

Anatomical Sciences Ed

103

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A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.

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Section: Introductionmentioning

confidence: 99%

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day

2018

Anatomical Sciences Ed

103

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“…Moreover, due to the unique qualities of medical education, medical educators have been striving for active-learning abilities, critical thinking skills, good humanistic care, and practical capabilities [1] . Traditional lecture-based classroom (LBC) models cannot meet the needs of modern medical education [2], and thus, a variety of teaching mode reforms have emerged one after another, such as Problem-Based Learning [3], Case-Based Learning [4], Team-Based Learning [5], FC [6], and others. Flipped classroom is a special hybrid teaching [7,8].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Ding

Chen

2019

BMC Med Educ

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Background: This study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture-and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students. Methods: FC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, active-learning, practical application, humanistic care and communication with patients. Results: Both the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group. Conclusions: FC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.

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“…This phenomenon could be a result of motivational variations between year two and year three students. As mentioned in the literature, students have unfavorable opinions of TBL because of its extensive needs of out-of-class preparation, workload and class participation [12]. Furthermore, evidence suggests that learning styles and personality types of students are significant factors influencing learning that takes place in a small-group TBL setting [29].…”

Section: Discussionmentioning

confidence: 99%

“…Considerable research has assessed the value and effectiveness of TBL as a pedagogical approach [8,10,11]. According to Taglieri et al although TBL is thought to improve student engagement and mastery of material, after initial implementation of TBL, knowledge retention in the long-term appears to be lower than lecture-based learning [12]. In a randomized crossover comparison study of TBL and lecture format, Bleske et al found that learning outcomes and student confidence in performing higher-order tasks were significantly higher with TBL [11].…”

Section: Introductionmentioning

confidence: 99%

Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

Ibrahim

2019

Preprint

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Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

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Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery

Cited by 32 publications

References 25 publications

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

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