scholarly journals Using a Flipped Classroom to Increase Understanding, Retention and Engagement in a Virtual Anatomy and Physiology Course

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Sarah Knight Marvar
Keyword(s):  
Flipped Classroom ◽  
Anatomy And Physiology ◽  
Virtual Anatomy

scholarly journals Nudging Students to Succeed in a Flipped Format Gateway Biology Course

2019 ◽  
Vol 2 (2) ◽  
pp. 57-69
Author(s):  
Goldie Libby Sherr ◽  
Shylaja Akkaraju ◽  
Seher Atamturktur
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Flipped Classroom ◽  
Text Messages ◽  
Human Anatomy ◽  
Success Rates ◽  
Self Monitoring ◽  
Anatomy And Physiology ◽  
Beneficial Effects ◽  
Passing Rates

The intensive nature of gateway biology courses often results in poor student performance. This issue can be resolved with the usage of the flipped classroom method. Our application of this model to a human anatomy and physiology course increased the retention and passing rates. However, the beneficial effects of flipping a classroom can be substantially weakened due to student disposition. To target this, we used the flipped classroom model in conjunction with a series of nudges in the form of self-monitoring logs and reminder notifications. Students were responsible for tracking their attendance, punctuality, preparedness, and grades via a self-monitoring log that they had to complete each week. Reminder notifications were sent to students via text or email messages. While the flipped classroom method accompanied by both self-monitoring logs and reminder techniques can be a powerful learning model leading to higher student success rates, we found that consistent nudging via text messages appears to be pivotal in ensuring student success.    

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

scholarly journals Sciences come alive for first-year university students through flipped classroom.

2017 ◽  
Author(s):  
Jyothi Thalluri ◽  
Joy Penman
Keyword(s):  
Flipped Classroom ◽  
Response Rate ◽  
First Year ◽  
Anatomy And Physiology ◽  
Class A ◽  
Study Materials ◽  
Teaching Format ◽  
New Learning ◽  
First Year University ◽  
The Impact

This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content.  They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.

scholarly journals Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mickaël Antoine Joseph ◽  
Erna Judith Roach ◽  
Jansirani Natarajan ◽  
Suja Karkada ◽  
Arcalyd Rose Ramos Cayaban
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Respiratory System ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Control Group ◽  
Final Examination ◽  
Traditional Lecture ◽  
Anatomy And Physiology ◽  
The Impact

Abstract Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

Five Decades of Research Experience in Speech Anatomy and Physiology

2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn
Keyword(s):  
Ohio State University ◽  
State University ◽  
Research Experience ◽  
University Of Iowa ◽  
University Of Illinois ◽  
Anatomy And Physiology ◽  
The Ohio State University ◽  
Speech Science ◽  
The University ◽  
East Carolina University

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.

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