An Examination of the Flipped Classroom\u27s Efficacy on Post-Baccalaureate Pre-Medical Students

Existing flipped classroom (FC) research focuses on a typical, homogenous student population in terms of age. Research focuses on student satisfaction and perception of the FC to assess if student performance translates to actual perceived learning. Further, a growing number of studies show that outcomes of FC depend on student motivation. This study examines student performance, perception, and satisfaction in the FC in a novel demographic: Post-Baccalaureate Pre-Medical students. These students, who vary widely in age, experience, and prior knowledge of subject matter, are career changers who become full-time students to complete prerequisite coursework for medical school. Students enrolled in the undergraduate Biology course in GWU\u27s Post-Baccalaureate Pre-Medicine program were taught by the same instructor for this study. 17 students (Cohort 1), enrolled in 2017-2018, had a traditional classroom with a three hour didactic lecture. 30 students (Cohort 2), enrolled in 2018-2019, had the flipped classroom with 50% less didactic lecture time and more active and independent learning. End-of-course evaluations, pre and post quizzes, exam performance, and overall course grades were compared between cohorts. Course perceptions from evaluations were also compared, and Cohort 2 completed an additional survey on their perceptions of the FC. Results show that students were between ages 20 and 40 years of age for both cohorts. Student performance on exams and overall course grades did not vary significantly between the cohorts. FC components such as pre- and post- quizzes were perceived as significantly useful (p\u3c.01) and were often found to be engaging and most beneficial in promoting understanding. FC components viewed by students as really useful for exam preparation included pre-quizzes (68.96%), post-quizzes (82.75%), and jeopardy (51.72%). Components viewed by students as really useful for concept comprehension included pre-quizzes (42.85%), post-quizzes (57.14%), and questionnaire worksheets (58.62%). Group work was also viewed by 51.72% students as useful for concept comprehension. Student comments between cohorts indicated that students almost universally desired to maintain a lecture component to their learning. Surprisingly, course evaluation data further showed most students in both cohorts viewing lectures as contributing most to their learning over other class activities. This seems contrary to the majority of the current literature on student learning. These results suggest that student motivation and engagement are important factors in assessing student comprehension, and understanding the influence of these factors in learning methods could alter how instructors approach and effectively structure courses to increase student satisfaction