Students’ evaluation on flipped classroom teaching in physiology course
’ learning abilityFurther
HAND PRESENTATION
All the students in the flipped classroom (n = 62) were invited to complete a questionnaire, and 58 students (93.5%) responded. First of all, the results showed that 77.58% of the students thought the flipped classroom teaching improved their knowledge acquisition. There were only 8.62% who thought that flipped classroom teaching had little impact on physiology knowledge gain (Fig. 
Survey of flipped classroom teaching on the improvement of students’ knowledge acquisitionImportantly, most of students perceived that flipped classroom teaching improved their learning abilities, including self-study ability (86.21%), collaborative and problem-solving skills (~ 70%), communication and presentation skills (60.34%), and clinical thinking ability (43.1%) (Fig. 
Survey of flipped classroom teaching on the students’ learning abilityFurther survey on the potential contributors of flipped classroom in enhancing learning effectiveness revealed that group collaborative learning (72.41%) was the most dominant contributor. In addition, about 50% of the students thought that flipped classroom helped to improve learning effectiveness by the diverse teaching methods (58.62%), rich teaching resources (55.17%), and active classroom environment (46.55%) (Fig. 
Survey on the potential contributors of flipped classroom teaching in promoting learning effectiveness in physiologyWe also surveyed the potential characteristics of flipped classroom teaching that attract students. About 60% of student showed positive attitudes toward teaching design and teaching environment (62.07%) and teaching arrangement (60.34%). Over 50% of students acknowledged the level of students’ engagement and presentation of group learning in the flipped classroom teaching (Fig. 
Survey of students’ evaluation on advantages of flipped classroom teaching