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- W4285388327 abstract "This study explores the use of flipped classroom teaching in a voluntary and accelerated medical school course. We found that historically high-performing students attend class, whereas historically low-performing students do not attend class as readily. Formative assessment performance appears to be more important than participation in determining the final grade. Correlation of high performance (>90%) with participation may differentiate students who excel in our curriculum from those who simply pass with superficial knowledge." @default.
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- W4285388327 date "2022-12-01" @default.
- W4285388327 modified "2023-09-26" @default.
- W4285388327 title "Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course" @default.
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- W4285388327 doi "https://doi.org/10.1152/advan.00059.2022" @default.
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