{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,5,14]],"date-time":"2025-05-14T04:20:04Z","timestamp":1747196404735,"version":"3.40.5"},"reference-count":28,"publisher":"Public Library of Science (PLoS)","issue":"2","license":[{"start":{"date-parts":[[2024,2,13]],"date-time":"2024-02-13T00:00:00Z","timestamp":1707782400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100002456","name":"Chonnam National University Hospital","doi-asserted-by":"crossref","award":["CRI16028-1"],"award-info":[{"award-number":["CRI16028-1"]}],"id":[{"id":"10.13039\/501100002456","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS ONE"],"abstract":"<jats:p>We implemented flipped learning for a gross anatomy dissection course and compared its effects on students\u2019 motivation and academic achievement with those of traditional dissection methods. We invited 142 first-year medical students at Chonnam National University Medical School to participate in this study. All participants engaged in traditional dissection methods in the first part of the study and flipped learning in the latter part. Medical students\u2019 motivation to learn anatomy by cadaveric dissection was measured using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model. Thereafter, all students completed a written examination consisting of 96 multiple-choice questions. The students\u2019 mean motivational score regarding attention was significantly higher in association with flipped learning than with traditional learning. However, the students\u2019 mean motivational scores regarding relevance, confidence, and satisfaction were not significantly different between the methods. Additionally, the mean anatomy practice test score was significantly higher in association with flipped learning than with traditional learning. The students\u2019 motivational scores and anatomy practice test scores associated with flipped learning positively correlated with the extent of learning material completion. The students\u2019 responses indicated that flipped learning helped enhance the learning process, improve time management, reduce confusion during practice, and promote independent practice. The application of flipped learning to a cadaveric dissection course increased individual learning motivation, which improved learning activities both in and out of class, as well as academic achievement.<\/jats:p>","DOI":"10.1371\/journal.pone.0298067","type":"journal-article","created":{"date-parts":[[2024,2,13]],"date-time":"2024-02-13T18:24:41Z","timestamp":1707848681000},"page":"e0298067","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":1,"title":["The application of flipped learning to a gross anatomy dissection course"],"prefix":"10.1371","volume":"19","author":[{"given":"Eun-Kyung","family":"Chung","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Heoncheol","family":"Yun","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kwang-Il","family":"Nam","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Young-Suk","family":"Cho","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6781-432X","authenticated-orcid":true,"given":"Eui-Ryoung","family":"Han","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"340","published-online":{"date-parts":[[2024,2,13]]},"reference":[{"unstructured":"Bishop J, Verleger MA, editors. 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