An online flipped classroom approach improves the physiology score and subsequent course scores of the top-performing students-Reference-Cited by-同舟云学术

An online flipped classroom approach improves the physiology score and subsequent course scores of the top-performing students

Published:2023-09-01 Issue:3 Volume:47 Page:538-547
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Xu Yangting¹²^ORCID,Chen Chen³^ORCID,Ji Ming¹⁴,Xiang Yang¹⁴,Han Yang¹⁴,Feng Dandan¹⁴^ORCID,Luo Ziqiang¹⁴^ORCID

Affiliation:

1. Xiangya School of Medicine, Central South University, Changsha, China

2. Shanghai Key Laboratory of Psychotic Disorders, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China

3. School of Biomedical Science, University of Queensland, St. Lucia, Brisbane, Queensland, Australia

4. Department of Physiology, School of Basic Medicine, Central South University, Changsha, China

Abstract

An online flipped classroom approach achieved the same teaching effect as online live teaching but had a more positive impact on high-achieving students. The positive impact was not only in Physiology but also in subsequent courses where logical thinking prevailed. However, for low-achieving students, the effect of online live teaching was better.

Funder

Central South University

Education Department of Hunan Province

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://journals.physiology.org/doi/pdf/10.1152/advan.00060.2022

Reference49 articles.

1. The flipped classroom

2. The Flipped Classroom: A Critical Appraisal