Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes.

ABSTRACT: To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of

SUBMITTER: Fleagle TR 

PROVIDER: S-EPMC6381391 | biostudies-literature | 2018 Jul

REPOSITORIES: biostudies-literature