Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study.

ABSTRACT:

Purpose

The effects of class structure (i.e., lecture vs. flipped) and repeated review on: 1) exam scores and 2) student perceptions of learning were compared in a prospective randomized controlled trial (Study 1) and a retrospective cohort study (Study 2).

Methods

In Study 1, 42 second year students in a Doctor of Physical Therapy program were randomized to either a lecture or flipped section of a neurobiology class. Both sections incorporated repeated review. In Study 2, exam scores were retrospectively compared between two cohorts: a lecture cohort without repeated review (n = 42) and a flipped cohort with repeated review (n = 46). In both studies, outcomes of interest were exam scores and student surveys.

Results

In Study 1, students in the lecture and flipped sec

SUBMITTER: Pitt J 

PROVIDER: S-EPMC9762591 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature