Providing the choice of in-person or videoconference attendance in a clinical physiology course may harm learning outcomes for the entire cohort-Reference-Cited by-同舟云学术

Providing the choice of in-person or videoconference attendance in a clinical physiology course may harm learning outcomes for the entire cohort

Published:2023-09-01 Issue:3 Volume:47 Page:548-556
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Anderson Lisa Carney¹^ORCID,Jacobson Tate²

Affiliation:

1. Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis, Minnesota, United States

2. Department of Statistics, University of Minnesota, Minneapolis, Minnesota, United States

Abstract

The transition from online to in-person teaching has been as challenging as the original transition to remote teaching with the onset of the pandemic. Since not all students were ready to return to the classroom, students could choose to take this course in person or online. This arrangement provided flexibility and opportunities for innovative class activities for students but introduced tradeoffs in lower test scores from the hybrid modality than fully online or fully in-person modalities.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://journals.physiology.org/doi/pdf/10.1152/advan.00160.2022

Reference17 articles.

1. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology

2. Positive outcomes increase over time with the implementation of a semiflipped teaching model

3. Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study

4. The flipped classroom allows for more class time devoted to critical thinking

5. Flipped classrooms and student learning: not just surface gains