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Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in\u2010class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom\u2010made, three\u2010dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (<jats:italic>n<\/jats:italic>\u2009=\u2009241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (\u00b117:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in\u2010class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011\u20132013; <jats:italic>n<\/jats:italic>\u2009=\u2009242) and three years after (2014\u20132016; <jats:italic>n<\/jats:italic>\u2009=\u2009241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi\u2010cumulative laboratory examination, scores were significantly higher in the post\u2010flip classes (<jats:italic>P<\/jats:italic>\u2009=\u20090.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection\u2010based course. Anat Sci Educ 11: 385\u2013396. \u00a9 2017 American Association of Anatomists.<\/jats:p>","DOI":"10.1002\/ase.1755","type":"journal-article","created":{"date-parts":[[2017,12,28]],"date-time":"2017-12-28T10:04:31Z","timestamp":1514455471000},"page":"385-396","source":"Crossref","is-referenced-by-count":74,"title":["Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes"],"prefix":"10.1002","volume":"11","author":[{"given":"Timothy R.","family":"Fleagle","sequence":"first","affiliation":[{"name":"Department of Anatomy and Cell Biology Roy J. and Lucille A. Carver College of Medicine, University of Iowa Iowa City Iowa"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nicholas C.","family":"Borcherding","sequence":"additional","affiliation":[{"name":"Medical Science Training Program Roy J. and Lucille A. 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