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• W2791663021 abstract "A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long‐term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy ( n = 105) were compared to similar students in a flipped classroom ( n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades ( P = 0.01) and performance on higher‐level analytical questions ( P < 0.001). Long‐term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology ( P < 0.05). Student's pre‐matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades ( P < 0.05), accuracy on higher‐level analytical anatomy multiple‐choice questions ( P < 0.05) and performance in subsequent course of kinesiology ( P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students." @default.
• W2791663021 created "2018-03-29" @default.
• W2791663021 creator A5042557085 @default.
• W2791663021 date "2018-01-22" @default.
• W2791663021 modified "2023-10-14" @default.
• W2791663021 title "A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students" @default.
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• W2791663021 doi "https://doi.org/10.1002/ase.1772" @default.
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