Flipped classroom as a methodology to acquire knowledge and skills in an integrated manner in basic subjects in Medicine

Abstract

The present study analyses the inclusion of the flipped classroom methodology in the Physiology I (Cellular Physiology) course of the Degree in Medicine. This methodology was carried out as an integrated activity including the concepts acquired in some lessons of the course, all of them related to the different types of muscle: skeletal, cardiac and smooth. With this aim, after two months explaining the theoretical concepts about this topic, the Professors laid out an activity focused on the review of these concepts by searching the common and differential characteristics of each type of muscle. A survey designed by teachers was used to analyze the assessment of the activity by the students and the suggestion of possible improvements. The results obtained show a very positive global evaluation (87% of the students), with 98-99% satisfied or highly satisfied with the objectives of the activity, and 89-98% who assessed positively this methodology. Thus, our results support the use of the flipped classroom methodology in the teaching process, as a useful tool for the improvement of students’ learning, and encourage us to include more activities following this years to come.