Using a flipped classroom in a veterinary systems physiology course increases student performance on basic knowledge...

Area of Science:

• Biomedical Education
• Veterinary Physiology
• Active Learning Strategies

Background:

• Flipped classrooms are increasingly used in biomedical education to enhance active learning.
• Existing research shows mixed results regarding the effectiveness of flipped classrooms in this field.
• Case-based learning (CBL) is a pedagogical approach that promotes critical thinking and problem-solving skills.

Purpose of the Study:

• To investigate the impact of a flipped classroom model incorporating case-based learning (CBL) on student performance.
• To assess student satisfaction with the flipped classroom approach in a first-year veterinary histology and physiology course.
• To evaluate changes in student perceptions after presenting data on learning outcome improvements.

Main Methods:

• Implemented a flipped classroom with CBL in the endocrine section of a veterinary histology and physiology course.
• Compared exam performance between students in the flipped classroom and traditional learning settings.
• Assessed student satisfaction through surveys regarding in-class activities and out-of-class content delivery.
• Re-evaluated student perceptions after sharing performance data.

Main Results:

• The flipped classroom significantly improved endocrine section exam performance by 15.9% (Cohen's d = 1.08, P < 0.001).
• Improvements were observed in both basic knowledge and clinically applicable questions.
• Students reported high satisfaction with in-class CBL but lower satisfaction with asynchronous content and time commitment.
• Post-data exposure, students showed increased appreciation for the flipped classroom and a desire for future implementation.

Conclusions:

• A flipped classroom model combined with CBL can substantially enhance student learning in veterinary physiology.
• The intervention particularly benefited lower-performing students, suggesting a role in reducing achievement gaps.
• Sharing performance data can positively influence student perceptions and acceptance of the flipped classroom methodology.