Looking at the Levels of Bloom's Taxonomy in a Flipped Classroom Utilizing Study Guide and Interactive Assignment for Undergraduate Medical Students

Acta Medica Iranica

Maryam Alizadeh¹  Mohsen Nassiri Toosi²  Mahmood khodadadegi³  Mahdi Armandei³  Zohreh Ajalloian³  Reihaneh Alikhani³ 

[1] Department of Medical Education, Education Development Center (EDC), Tehran University of Medical Sciences, Tehran, Iran.;Liver Transplantation Research Center, Tehran University of Medical Sciences, Tehran, Iran.;School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.;

关键词: Flipped class;    Active learning;    Medical student;    Bloom taxonomy;    Study guide;   

DOI  :  10.18502/acta.v58i12.5157

来源: DOAJ

【 摘 要 】

Our aims were determining the student’s views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasi-experimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student’s views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported.

【 授权许可】

Unknown