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Lynchburg Journal of Medical Science

Specialty

PA Education

Advisor

Melissa Shaffron, DMSc, PA-C

Abstract

The purpose of this review article aims to explore the effect of innovative, active learning methods, such as the flipped classroom, compared to traditional lectures to assess whether academic performance and learning outcomes are improved and result in better student engagement and knowledge retention. A literature search using the PubMed database was conducted. Six journal articles were identified that provided evidence to support the purpose of the article review. Findings demonstrated a higher academic performance in the flipped classroom. Results showed test scores were significantly higher for a majority of the flipped classroom courses. Research also indicated the opportunity for the flipped classroom approach to increase the performance of less experienced learners. Students favored active learning techniques in class, and studies indicated the flipped classroom had a positive impact on student achievement and engagement. The implications were significant, with research highlighting the benefits of active learning techniques over traditional practices. Engaging learners using active learning methods, such as the flipped classroom, has shown some benefit in improving academic performance. However, there was no evidence of longitudinal studies evaluating the flipped classroom approach and PA student retention of acquired knowledge. This underscores the need for additional research. Exploring the effect of active learning strategies on clinical practice is also a research topic that could demonstrate whether there is a direct connection between teaching strategies and improved patient care outcomes. This information could shape how new PA educators approach the learning experience and provide further evidence to seasoned faculty about the importance of using innovative strategies to support professional growth.

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