Flipped classroom contribution in meaningful learning of cell biology during medical education

Abstract

This research aims to communicate Flipped classroom´s contribution to learning cell biology with critical reasoning. An active strategy that promotes the development of new professional skills and paradigm changes of the teacher in his pedagogical practice. The research approach carried out has been quasi experimental with a quantitative and analytical approach in 54 students submitted to 08 virtual sessions as face-to-face, integrating the Flipped classroom model and an objective test of 20 items, as a data collection instrument. Instrument validated by five specialists in the area and a pilot group of students, reaching a Cronbach’s alpha reliability coefficient of 0,678. The results obtained after applying this didactic strategy reveal a decrease from 68% to 28% of students at a level not achieved; an increase from 32% to 64% at an in-process level, and from 0% to 8%. at a prominent level. Findings that after being estimated with the descriptive test statistics with p ˂ 0,05; and inferential tests such as the Wilcoxon and Mann Whitney test with statistical significance (p = 0,003) and reliability of 0,678), in related samples and unrelated samples respectively, it supports that incorporating Flipped classroom or “inverted class” strengthens the dimensions of the learning: knowing, understanding, applying and analyzing basic science subjects, which generate rejection in medical students entering university.