Longterm Retention and Effectiveness in a Largesized Flipped Gross Anatomy Course for Doctoral of Physical Therapy Students
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Flippedclassroom is a blendedlearning pedagogy in which students obtain knowledge of the material before class, and utilize class time for deeper learning and comprehension as well as application. Current research suggests students obtain a higherlevel of learning and increase engagement in the material, when compared to a traditional course. However, little research has been conducted to show the effects on retention of material and application into future coursework. Across two years (20132014), two cohorts of students in a Doctorate of Physical Therapy program took Gross Anatomy followed by Kinesiology in the subsequent semester. In 2013, 106 students took both a traditional Gross Anatomy course followed by a traditional Kinesiology course. In 2014, 114 students took Gross Anatomy in a flippedclassroom model, followed by a traditional Kinesiology course. Students' answers to individual test questions, overall test scores and semester scores were compared between the two cohorts to determine the effectiveness of the flipped classroom between the two cohorts and ability to answer higherlevel learning questions in Gross Anatomy. Analysis was also conducted to assess the longterm retention of material as demonstrated in Kinesiology, as well as the ability to apply the material to higherlevel application questions.
