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Health professional curricula are undergoing changes in response to transformations in the healthcare professional landscape and academic reports on medical education ( Irby et al., 2010). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes ( P = 0.04). There was no change in average grades on the first and second laboratory examinations. Scores on laboratory examinations were compared for the three years before the curriculum change (2011–2013 n = 242) and three years after (2014–2016 n = 241). The 3D anatomy videos and key atlas figures were rated the most helpful resources. Students reported spending an average of 27:22 (☑7:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. Data from three years of the course ( n = 241 students) allowed for analysis of students’ preferences for these materials and detailed tracking of usage of 3D anatomy videos. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. He is the course director for Dental Gross Anatomy and his research interests are in curriculum design, self-directed learning and integration of online resources into anatomy education. HOFFMANN, Ph.D., is an assistant professor of anatomy and cell biology in the Department of Anatomy and Cell Biology at the University of Iowa Roy J.
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She participated in survey data analysis for this project while she was a dental student.ĭARREN S. JENNIE HARRIS, D.D.S., is a resident in the Department of Endodontics at the University of Iowa College of Dentistry, Iowa City, IA. He is pursuing the Education Distinction Track as part of his medical doctorate and serves on the Medical Education Council and the Research Council for the University of Iowa. Carver College of Medicine, Iowa City, Iowa. BORCHERDING, M.S., is a fourth-year M.D./Ph.D. Carver College of Medicine, Iowa City, IA. FLEAGLE, B.A., is a first-year doctor of physical therapy graduate student and laboratory research assistant at The University of Iowa Roy J.