Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia.
School of Allied Health, La Trobe University, Bundoora, Victoria, Australia.
Anat Sci Educ. 2022 Nov;15(6):1086-1102. doi: 10.1002/ase.2207. Epub 2022 Jul 21.
Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.
解剖学正朝着更加注重采用数字交付的方向发展。为了推动解剖学的数字化和真实学习，我们设计并实施了一种翻转课堂模式，整合了多模态数字资源和多媒体小组作业，用于一年级神经解剖学和三年级局部解剖学课程。我们对总共 145 名本科健康科学专业学生进行了五点李克特量表学习和教学调查，以评估学生对翻转课堂模式和数字资源的看法。这项研究表明，超过三分之二的参与者强烈同意或同意翻转课堂模式有助于他们的自主学习和理解困难的解剖概念。研究结果表明，学生一致喜欢使用多模态数字解剖资源的体验。一年级（75%）和三年级（88%）学生都强烈同意或同意数字工具对于学习解剖学非常有价值和互动。大多数学生强烈同意或同意数字解剖工具增加了他们的学习体验（~80%）和信心（>70%）。三年级学生对数字解剖工具的价值评价明显高于一年级学生（p=0.0038）。基于分类法的评估策略表明，三年级学生，而不是一年级学生，在与临床应用相关的评估中表现出了更好的学习成绩（p=0.045）。总之，整合多模态数字方法的翻转式解剖课堂对低年级和高年级学生的学习体验都产生了积极的影响，后者的学习成绩有所提高。这项研究扩展了翻转课堂教学的教学创新，将推动未来的解剖学课程发展，适应后疫情时代的教育。
