The effect of flipped teaching combined with modified team-based learning on student performance in physiology

Abstract

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students

“…These teaching methods are presented as problems, one of which is the problem-based learning (PBL) method (Jung & Kong, 2017;Kong, Qin, Zhou, Mou & GAO, 2014). Team-based learning (TBL) is an agreement and cooperation between one or more teachers for the purpose of achieving common educational goals and carrying out teaching-related activities (Burgess, McGregor & Mellis, 2014), On the other hand, flipped learning is an instructional method that reverses the previous education method so that students listen to the lectures produced by teachers at home, and the teachers and students discuss at school to solve problems (Gopalan & Klann, 2017).…”

Application of Scientific Papers in Experimental Teaching of Pathophysiology-The effect of scientific papers on the experimental teaching

“…Experimental teaching of pathophysiology by replicating animal models of human disease. Help the students to verify relevant theories learned in the classroom, grasp of the development of related diseases, conditions, metabolic changes, development, mechanism, function, and combined with effective prevention principles and measures of pharmacology study disease smoothly into the clinical course of study and practice for the future lay a solid foundation, for clinical medical students, the importance of pathological physiology experiments is self-evident [2].…”

Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

“…The effectiveness of TBL has been found to enhance students' academic performance in health science fields such as nursing, anatomy, pediatrics, pharmacy, medical ethics, physiology, neurology, and psychology [14,15,17,22,29,[34][35][36][37][38][39][40][41][42][43][44][45][46]. However, little research exists that examines the effectiveness of students' learning and instructors' development in TBL in the field of radiologic technology.…”