The Effectiveness of the Student-Centered Flipped Classroom Approach in Medical Anatomy Teaching: A Quasi-Experimental Study

Abstract

Anatomy, a cornerstone of medical education, is crucial for cultivating clinical skills among medical students. However, traditional anatomy teaching models face challenges such as insufficient learning outcomes and inadequate preparation for clinical application. Flipped Classroom teaching methods, which combine the flexibility of online learning with interactivity within groups, can offer new ways of addressing these challenges. In this quasi-experimental study, a convenience sample of first-year clinical medical students was recruited and divided into an experimental group (EG, n = 67) and a control group (CG, n = 59). The EG received the Flipped Classroom (FC) teaching method, while the CG received traditional Face-to-Face (F2F) teaching throughout an 18-week basic anatomy course. The study compared knowledge proficiency, self-directed learning ability, and classroom participation between the two groups. The results revealed no significant differences in knowledge proficiency scores (t = 0.938, p = 0.35), but students in the EG obtained significantly higher scores for self-directed learning ability (t = 3.078, p < 0.05) and classroom participation (t = 3.936, p < 0.001) than students in the CG. Although there were no significant differences in participants' knowledge levels, students who received the Flipped Classroom model improved significantly in self-directed learning ability and classroom participation. This study not only provides practical guidance for educational practice but also offers empirical support for research on educational theory.