Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy

Anatomical Sciences Education

Volumn 10, Issue 2, 2017, Pages 170-175

  Morton, David A ^a   Colbert Getz, Jorie M ^a  

^a UNIVERSITY OF UTAH SCHOOL OF MEDICINE   (United States)

Author keywords

Bloom's taxonomy; didactic methodology; effectiveness of anatomy education; flipped classroom; gross anatomy education; medical education; students' performance

Indexed keywords

ANATOMY; CLASSIFICATION; COGNITION; COMPARATIVE STUDY; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; MALE; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; PROBLEM BASED LEARNING; PROCEDURES; PSYCHOLOGY; QUESTIONNAIRE; TEACHING; TIME FACTOR; UTAH;

ANATOMY; COGNITION; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PROBLEM-BASED LEARNING; SCHOOLS, MEDICAL; STUDENTS, MEDICAL; SURVEYS AND QUESTIONNAIRES; TEACHING; TIME FACTORS; UTAH;

EID: 84994180813     PISSN: 19359772     EISSN: 19359780     Source Type: Journal    
DOI: 10.1002/ase.1635     Document Type: Article

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