ArticleBMC medical education2019
Investigating the self-study phase of an inverted biochemistry classroom - collaborative dyadic learning makes the difference.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed, 23 citations in OpenAlex.
- Trial
- Enhancing learning gains through gamification and collaborative learning strategies.Frontiers in medicine · 2026Article
- A medical consultation simulation in a preclinical biochemistry seminar: Does training in a high-fidelity simulation practice provide an advantage over a simulation in a traditional seminar room?GMS journal for medical education · 2026Article
- The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.Campbell systematic reviews · 2023Review
- Medical students in their first consultation: A comparison between a simulated face-to-face and telehealth consultation to train medical consultation skills.GMS journal for medical education · 2023Article
- Using e-learning tools in biochemistry teaching for undergraduate medical students in multicultural environment in Ukraine during COVID-19 crisis.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2022Article
- Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review.BMC medical education · 2022Review
- How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?Frontiers in psychology · 2022Article
- Supporting Medical Staff from Psycho-Oncology with Smart Mobile Devices: Insights into the Development Process and First Results.International journal of environmental research and public health · 2021Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase, which in turn requires optimized preparatory material as well as defined working instructions. The major aim of this study, therefore, was to investigate the effect of different preparatory materials and working instructions for the self-study phase of an e-learning-based inverted classroom on the knowledge gained by medical students in biochemistry. Furthermore, we analyzed whether collaborative dyadic learning during the self-study phase is more effective than individual learning with respect to knowledge gain.
methodsThe study was performed in a biochemistry seminar for second semester medical students at Ulm University in Germany. This seminar was held using an e-learning-based inverted classroom. A total of 196 students were divided into three homogeneous study groups that differed in terms of the working material and instructions provided for the self-study phase. Knowledge gain was measured by formative tests at the beginning of the on-site phases. Questionnaires were also handed out asking about motivation, interest and learning time in the self-study phases.
resultsStudents who were told to prepare in collaborating dyads during the self-study phase performed better in formative tests taken at the beginning of on-site phases than learners who were told to prepare individually. The study material that was provided was of minor importance for the differences in formative testing since almost all students prepared for the on-site phases. With the dyadic learning approach, both students benefited from this collaboration, characterized by a higher motivation and interest in the topic, as well as a longer time spent on task.
conclusionOur study provides strong evidence that the study material, but more importantly the instructions provided for the self-study phase, affect students` knowledge gain in an e-learning-based inverted classroom. The instructed collaboratively working group was the most successful.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.