Flipped classroom in pathology education

This paper reports the results of implementation of an innovative teaching method into undergraduate Pathology education. Pathology as a subject was always taught via didactic lecture approach; and despite positive student feedback, results of higher order assessments were consistently below average. Our method combined flipped classroom, concept mapping, and immediate feedback. An assigned reading, you-tube video, a quiz, and a concept map outline were provided as pre-class activities. During the class, utilizing the GoFormative software, students answered the same quiz in groups, providing responses via laptops or tablets. The instructor operated one iPad to project the quiz in class and zoom images as required while another iPad was used for viewing live student responses and providing immediate feedback. Post-lecture formative assessment included another quiz based on higher order cognitive skills and a crossword puzzle prepared using Puzzlemaker at Discovery Education. Although our study revealed mixed student feedback, adopting our pedagogical approach fostered deeper learning and demonstrated significantly improved student academic learning outcomes.