Adaptive flipped classroom improves comprehension and associated learning of a biomedical research talk in cell biology

Abstract

Background. Human cell biology is part of the syllabus of the first year of Medicine in the Universidad Complutense de Madrid. Beyond the lectures and practical sessions, the syllabus of the course includes complementary activities such as scientific research talks. In these talks, an invited biomedical researcher explains recent results that are related to some of the previously explained content.

Flipped Learning (FL) is a novel educational approach to improve students’ engagement and meaningful learning. FL involves providing instructive material and homework to the students (such as videos, texts, and questionaries) before the in-person class. This allows the inclusion of more active learning activities during the in-person class.

Adaptive Flipped Classroom (AFC) is a novel approach based on the FL model, in which students are encouraged to complete a follow-up questionnaire of their homework activities, that the instructor will check before the class. Therefore, the instructor can adapt the in-person class to focus on the relevant or less understood topics.

Objectives. The aim of the present study was to evaluate the effects of the application of AFC on the student’s comprehension and learning of a scientific research talk.

Methods. Students from 3 classes of the 22–23-year course were involved. AFC was performed in 2 of these classes, who received the same instructive materials and questionnaires, and were joined for the in-person class regarding the talk. The other class was given the same scientific talk in the in-person class as traditional masterclass without previous instructive materials. A multiple-choice question about the talk was included in the exam. Results on this question were compared between AFC and traditional masterclass students. Pre-class homework time and global subject mark were also analysed in students undergoing AFC. Students’ perceptions on their learning performance (regarding general or specific topics of cell Biology) were also recorded in a final questionnaire after the in-person class.

Results. Students undergoing AFC got significantly better results on the specific exam question regarding the talk that those undergoing the traditional masterclass. Within the AFC group, students responding incorrectly (only 4.7 %), showed a non-significant tendency to spend less pre-class homework time compared to those who responded correctly, although their outcome in the global exam mark was not significantly lower. Most part of the students perceived that the talk (either with AFC or masterclass) had helped them to improve specific knowledge (from 81% onwards, depending on the specific topic questioned) or general knowledge on cell biology (95% masterclass and 94% in AFC). Regarding the specific topics cell signalling and endocytosis, the percentage of students that perceived the talk had helped them to improve their knowledge was significantly higher in AFC than in masterclass students. Regarding the specific topic microtubules, there were no significant differences between AFC and masterclass students. AFC did not change the percentage of students that perceived the talk helped to improve their general knowledge on cell biology, though it was very high in both groups.

Conclusions. AFC improves comprehension and associated learning of a biomedical research talk in students from the first year of the degree in Medicine.