Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

Mapping Intimacies ◽

10.21203/rs.2.9889/v2 ◽

2019 ◽

Author(s):

J. Ignacio Herrero ◽

Jorge Quiroga

Keyword(s):

Flipped Classroom ◽

Health Professions ◽

Female Students ◽

Male Students ◽

Controlled Study ◽

Randomized Controlled ◽

General Pathology ◽

Student’S T ◽

Academic Delay ◽

Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students 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 between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores 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 (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 benefits more to male students and those with lower qualifications who had not an academic delay.

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Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study

AJP Advances in Physiology Education ◽

10.1152/advan.00153.2019 ◽

2020 ◽

Vol 44 (3) ◽

pp. 370-375 ◽

Cited By ~ 1

Author(s):

Jose I. Herrero ◽

Jorge Quiroga

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Health Professions ◽

Female Students ◽

Male Students ◽

Controlled Study ◽

General Pathology ◽

Student’S T ◽

Academic Delay ◽

Student’S T Test

The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student’s t test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; P = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; P = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; P = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; P = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students’ knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.

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Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

10.21203/rs.2.9889/v1 ◽

2019 ◽

Author(s):

J. Ignacio Herrero ◽

Jorge Quiroga

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Health Professions ◽

Female Students ◽

Male Students ◽

Controlled Study ◽

Randomized Controlled ◽

General Pathology ◽

Student’S T ◽

Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students 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 between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores below the median (P=0.009) and was more evident in male than in female students. 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 benefits more to male students and those with lower qualifications.

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Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study.

10.21203/rs.2.9889/v3 ◽

2019 ◽

Author(s):

J. Ignacio Herrero ◽

Jorge Quiroga

Keyword(s):

Flipped Classroom ◽

Female Students ◽

Male Students ◽

Controlled Study ◽

General Pathology ◽

Randomised Controlled Study ◽

Student’S T ◽

Randomised Controlled ◽

Academic Delay ◽

Student’S T Test

Abstract 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.

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Value system of female students studying at pedagogical universities with different levels of antisocial creativity

Perspectives of science and education ◽

10.32744/pse.2021.3.26 ◽

2021 ◽

Vol 51 (3) ◽

pp. 375-389

Author(s):

Iliya V. Egorov ◽

◽

Diana V. Naumova ◽

Tatiana A. Pavlenko ◽

Irina N. Rasskazova ◽

...

Keyword(s):

Educational Institution ◽

Female Students ◽

Male Students ◽

Future Teachers ◽

Individual Values ◽

Low Level ◽

State Pedagogical ◽

Moscow City ◽

Student’S T ◽

High Level

Introduction. The relevance of this research is due to the need to identify predictors of implementation of negative creative ideas in future teachers’ activity. The research purpose is to analyze the link between the level of antisocial creativity and values of two levels: as standardized ideals and individual priorities. Materials and methods. The study was conducted at the Moscow City Pedagogical University and in the State-Funded Educational Institution “Omsk State Pedagogical University” (N=109) using the following methods: a questionnaire “Behavioral Features of Antisocial Creativity” (by M. Ranko as adapted by N.V. Meshkova, S.N. Enikolopova, O.V. Mitina and others) and the Basic Individual Values Scale by Sh. Schwartz. Student’s t-test was conducted to compare data in each group and two polar (contrast) groups. Research results. It was revealed that with a similar set of values, both standardized ideals and individual priorities, among female students with a high level of antisocial creativity, at the level of standardized ideals, the value of “tradition” is the most insignificant value (2.56), among female students with a low level of antisocial creativity – “power” (3.1), the most significant value in both groups is the value of “independence” (5.41 and 5.29). At the level of values as individual priorities among students with a high level of antisocial creativity, the most significant value is “hedonism” (2.92), the most insignificant one is “tradition” (0.72); among students with a low level of antisocial creativity, the most significant value is “independence” (2.7), the most insignificant one is “power” (0.58). Female students of pedagogical specialties with a high level of antisocial creativity have significantly lower values related to social focus (the value of tradition – 2.56, while in the group of students with a low level of antisocial creativity – 3.56; temp = 2.2, p≤0.05; safety – 4.36, in the group of students with a low level of antisocial creativity – 5.05, temp = 2.3, p≤0.05), and the values of personal focus are significantly higher (“power” – 1.85, in the group of female students with a low level of antisocial creativity – 0.58; temp = 2.9, p≤0.05). At the level of values, both standardized ideals and individual priorities among female students with a high level of antisocial creativity, the most insignificant values are the values of social focus – “tradition”, among female students with a low level of antisocial creativity – an individual focus on “power”. Research prospects. The identification of personal predictors of antisocial creativity in future teachers, both female and male students, as well as environmental factors contributing to the manifestation and overcoming of antisocial creativity in the pedagogical activity, is of particular importance.

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Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

Frontiers in Neurology ◽

10.3389/fneur.2017.00349 ◽

2017 ◽

Vol 8 ◽

Cited By ~ 5

Author(s):

Frederick Robert Carrick ◽

Mahera Abdulrahman ◽

Ahmed Hankir ◽

Maksim Zayaruzny ◽

Kinda Najem ◽

...

Keyword(s):

Flipped Classroom ◽

Randomized Controlled Study ◽

Controlled Study ◽

Randomized Controlled

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A Flipped Classroom

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.2021010102 ◽

2021 ◽

Vol 11 (1) ◽

pp. 23-37

Author(s):

Su Ting Yong ◽

Kung Ming Tiong ◽

Andy Chan ◽

Poi Sim Khiew

Keyword(s):

Test Performance ◽

Flipped Classroom ◽

Negative Impact ◽

Positive Impact ◽

Qualitative Interview ◽

Female Students ◽

Male Students ◽

Face To Face ◽

Video Lectures ◽

Self Study

This study explored students' perceptions of a flipped classroom for an introductory programming class. Students were required to watch video lectures and read lecture notes in advance (pre-class self-study) to prepare themselves for the in-class lectures and tutorials. A mix-methods approach was employed: quantitative survey (n=204) and qualitative interview (n=7) were administered simultaneously. The results suggested that students are not fully ready for a flipped classroom. Most of the students still prefer face-to-face in-class lectures and tutorials. The in-class activities have a positive impact on students' test performance, especially the male students. Peer learning however induces a negative impact on students' test performance, especially among the female students. Pre-class self-study has no impact on students' test performance, except for those without prior programming experience. Females outperform males even though they lack prior programming experience. Students, regardless of programming background, respond equally to a flipped classroom approach.

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