Student perceptions and academic performance in a remote flipped classroom

Abstract

Objective: To identify the components of a flipped classroom that may need to be adjusted for remote learning and to compare academic performance between remote and in-person flipped classrooms. Methods: After implementing a remote flipped classroom in therapeutics classes in an integrated organ system block in 2020, the authors surveyed students on their perceptions of it and compared the median percent score of therapeutics questions on two summative assessments between students who took the block in person in 2019 and remotely in 2020. Results: Reducing the amount of pre-class work was the most frequent feedback. Fewer than half felt that breakout room sessions enhanced their learning. The Cohort 2020 had significantly lower median percent scores on therapeutics questions than the Cohort 2019. Conclusions: Delivery of pre-class materials and arrangements of student interactions in-class were identified as components for adjustments in a remote flipped classroom. Given the lower academic performance, additional support should be provided.