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. 2024 Sep 2;16(9):e68459.
doi: 10.7759/cureus.68459. eCollection 2024 Sep.

Student Performance and Perceptions of Flipped Classrooms and Small Group Discussions as Teaching Tools in Practical Anatomy

Mohammad I Jumaa  1 , Safaa M Hanafy  1 , Karim H Farhat  2 , Mostafa A Arafa  3   2 , Mohamed Fawzi Farahat  4   5
Affiliations

Student Performance and Perceptions of Flipped Classrooms and Small Group Discussions as Teaching Tools in Practical Anatomy

Mohammad I Jumaa et al. Cureus. .

Abstract

Introduction A quasi-experimental study was conducted to assess students' attitudes toward the flipped practical classroom and evaluate its effectiveness in teaching practical anatomy. Methods Two survey questionnaires were developed: the first assessed students' attitudes toward flipped practical classrooms, while the second focused on the obstacles and difficulties students might encounter in this learning environment. Results We found that students rated flipped learning significantly higher compared to other teaching methods, particularly in terms of the quality of learning materials, enhancement of learning skills, engagement and understanding of anatomy topics, and problem-solving abilities. The highest mean examination grades were observed for the pretest flipped modality, followed by the pretest small group discussion (mean scores: 82.72 vs. 54.46, F = 43.2, P = 0.004). Conclusions Students hold positive attitudes toward flipped classrooms and small group discussions compared to traditional classes.

Keywords: applied anatomy teaching; flipped classroom; medical education; performance; students’ attitude.

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Conflict of interest statement

Human subjects: Consent was obtained or waived by all participants in this study. The Ethics Committee of the Faculty of Medicine, Imam Mohammed bin Saud Islamic University issued approval 367/2022. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

Figures

Figure 1
Figure 1. Barriers and obstacles expressed by students toward the practical flipped classroom
See this image and copyright information in PMC

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