Objective: This study is aimed at finding out which level and type of preparation is most effective in helping students to achieve success in a flipped classroom curriculum.
Methods: Surveys were conducted regarding the percentage of required preparation students completed for each type of learning session (peer instruction, team-based learning), whether or not they used supplemental resources, and whether or not they completed >50% or < 50% of the required preparation. These were then compared to student scores on the type of learning activity through Spearman correlations and unpaired t-tests.
Results: The greater the percentage of required preparation completed typically resulted in higher test scores. Supplemental preparation did not directly correlate with higher test scores, with some cases showing a decrease in score with the addition of supplemental preparation. Completion of >50% of the required preparation typically resulted in higher test scores.
Blank, M. (2020). How Medical Student Adherence to Assigned Readings in a Flipped Classroom Curriculum Affects their Outcomes. Wright State University. Dayton, Ohio.