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.