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Acquisition of Higher-Order Cognitive Skills (HOCS) Using the Flipped Classroom Model: A Quasi-Experimental Study
Swapnil Paralikar1, Chinmay J Shah1, Anuradha Joshi2
1Physiology, Government Medical College, Bhavnagar, Bhavnagar, IND.
Cureus
|May 23, 2022
Summary
The flipped classroom model significantly improves students' higher-order cognitive skills (HOCS) like application and analysis compared to traditional lectures. This active learning approach enhances problem-solving and critical thinking abilities in medical students.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- The flipped classroom reverses traditional lecture and homework elements, promoting active learning in class.
- Bloom's Taxonomy categorizes cognitive skills into lower-order (knowledge, understanding) and higher-order (application, analysis, synthesis, evaluation).
- Limited research exists on the flipped classroom's impact on higher-order cognitive skills (HOCS).
Purpose of the Study:
- To compare the effectiveness of the flipped classroom model versus the traditional lecture model.
- To specifically assess the acquisition of HOCS, namely application and analysis, in medical students.
- To evaluate student learning experiences and perceptions of the flipped classroom approach.
Main Methods:
- A comparative study involving 102 medical students divided into two groups.
- One group experienced the flipped classroom (pre-recorded videos, textbook study, group discussion), while the other received traditional lectures.
- Assessment used multiple-choice questions based on clinical vignettes, designed using the Blooming Biology Tool (BBT), to evaluate HOCS.
Main Results:
- Students in the flipped classroom group performed statistically better (p<0.05) in assessments measuring HOCS than those in the traditional lecture group.
- Students reported the flipped classroom as enjoyable, enhancing problem-solving, analytical abilities, teamwork, and self-planning skills.
- Perceptions of the flipped classroom were similar across groups, indicated by a small effect size (r <0.3).
Conclusions:
- The flipped classroom effectively utilizes pre-class time for foundational knowledge and in-class time for mastering application and critical analysis (HOCS).
- This model enhances both lower-order cognitive skills (LOCS) and higher-order cognitive skills (HOCS) in medical physiology education.
- The flipped classroom approach is a valuable pedagogical strategy for developing critical thinking and problem-solving skills in students.
Keywords:
andragogyflipped classroomhigher order cognitive skillsmedical educationstudent centered learningMore Related Videos
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