Student Performance and Perceptions of Flipped Classrooms and Small Group Discussions as Teaching Tools in Practical...

Area of Science:

• Medical Education
• Anatomy Education

Background:

• Traditional anatomy teaching methods may not fully engage students.
• Assessing novel pedagogical approaches is crucial for improving medical education.

Purpose of the Study:

• To evaluate student attitudes towards flipped practical classrooms in anatomy.
• To assess the effectiveness of flipped learning in practical anatomy compared to traditional methods.

Main Methods:

• A quasi-experimental study design was employed.
• Two survey questionnaires were administered to assess student attitudes and identify potential learning obstacles.
• Student examination grades were compared across different teaching modalities.

Main Results:

• Students reported significantly higher satisfaction with flipped learning compared to other methods.
• Flipped classrooms enhanced learning materials quality, skill development, engagement, and understanding of anatomy.
• The flipped modality yielded the highest mean examination grades (82.72) compared to small group discussion (54.46).

Conclusions:

• Students exhibit positive attitudes towards flipped classrooms and small group discussions in anatomy.
• Flipped learning is an effective pedagogical approach for teaching practical anatomy, leading to improved academic performance.