The flipped-classroom approach - An assessment of the flipped classroom and near-peer involvementin teaching anatomy and physiology to radiography students

摘要

The flipped classroom places the emphasis on student-active learning rather than a traditional, passive classroom approach. This allows students to assimilate knowledge in preparation for classroom activities that focus upon the construction of meaning rather than the transfer of information. The aim is the development of a workable tool in the performance of professional practice. Busebaia and John1 highlight the benefits of the flipped-classroom approach in Learning, Teaching and Assessment (LTA), primarily in learning course content. They suggest further research in adapting the model for use in other course areas and this study presents the experience of teaching anatomy and physiology (AP) to first-year radiography students. The flipped classroom presents an opportunity to structure LTA in areas where basic knowledge develops into a workable tool in the performance of professional practice. It allows for the particular requirements of radiography undergraduates in the appreciation of AP in clinical practice.