Student Performance and Perceptions of Adopting the Flipped Learning Approach into an Integrated Anatomy and Physiology Course

Abstract

Two pedagogical models aimed at promoting active learning include the flipped learning model and the integrated studio model. Student performance in Anatomy and Physiology (A&P) was compared when the course was flipped+integrated (FI) to when the course was solely integrated (I). Students’ perceptions of the (FI) instructional approach were assessed using the Student Assessment Learning Gains survey; narratives identify engaging in course content through pre-recorded lectures as an important positive attribute for enhancing student engagement, hands-on application, confidence, and understanding. Student performance was assessed using the rates of unsatisfactory/satisfactory grades, exams, and formative assessments. More students earned A’s and B’s and fewer earned C’s in the (FI) year compared to when the course was integrated. Final exam grades were higher during the integrated semester; however, unit written/practical exam grades and formative assessments were higher during the (FI) semester. Combining the flipped learning model with the integrated studio model may further improve student performance and satisfaction in A&P compared to when the course is solely integrated.