title: Positive outcomes increase over time with the implementation of a semiflipped teaching model.
abstract: The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8-10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model.
authors: Basic Sciences Department, Cleveland University-Kansas City, Overland Park, Kansas; and brittany.gorres-martens@augie.edu.
authors: Brittany K
authors: BK
authors: Gorres-Martens
authors: Research Department, Cleveland University-Kansas City, Overland Park, Kansas.
authors: Angela R
authors: AR
authors: Segovia
authors: Research Department, Cleveland University-Kansas City, Overland Park, Kansas.
authors: Mark T
authors: MT
authors: Pfefer
mesh_terms: D002684:Chiropractic / Q000193:education*; D005260:Female; D006801:Humans; D008297:Male; D017145:Models, Educational; D009482:Neurophysiology / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*; D013336:Students, Health Occupations; D011795:Surveys and Questionnaires; D013997:Time Factors
keywords: active learning; flipped classroom; semiflipped teaching model