A partially flipped physiology classroom improves the deep learning approach of medical students-Reference-Cited by-同舟云学术

A partially flipped physiology classroom improves the deep learning approach of medical students

Published:2024-09-01 Issue:3 Volume:48 Page:446-454
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Liu Ziqi¹,Xu Yangting¹²^ORCID,Lin Yicheng¹,Yu Pei¹,Ji Ming³^ORCID,Luo Ziqiang³^ORCID

Affiliation:

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

2. Shanghai Key Laboratory of Psychotic Disorders, Brain Health Institute, National Center for Mental Disorders, Shanghai Mental Health Center, Shanghai Jiaotong University School of Medicine, Shanghai, China

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

Abstract

In this article, we compare the impact of the partially flipped classroom (PFC) and the traditional lecture classroom (TLC) in a physiology course on medical students’ learning approaches. We found that the PFC benefited students by significantly enhancing their deep learning motive, strategy, and approach, which was good for them. However, the TLC model only improved the surface learning motive and approach.

Funder

Hunan Province Academic Degree and Postgraduate Education Reform Project

Hunan Province Postgraduate Teaching Platform Project

Central South University

Publisher

American Physiological Society

Link

https://journals.physiology.org/doi/pdf/10.1152/advan.00196.2023

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