摘要：Background: Physiology is a subject that is considered difficult; it is associated with academic failure and causes
high levels of stress and anxiety in students.
Methods: This study compared the effectiveness of a traditional lecture-based methodology with that of a flipped
classroom scheme focusing on cooperative ludic learning among gastrointestinal and renal physiology students.
Two groups were subjected to these two different methods to teach gastrointestinal and renal physiology content
divided into 14 topics. Additionally, two subgroups were identified in each group: entrants and repeaters. There
were no differences in age or gender between the subgroups.
Results: Levels of self-perceived stress (measured by the SISCO scale), biological stress (measured by awakening
salivary cortisol levels), and anxiety (measured by the Zung scale) were high in all of the students; the cortisol levels
increased in the entrants and some of the scores in SISCO scale increased in the repeaters, throughout the study.
The self-reported study time was longer in the students subjected to the flipped classroom-based method. The final
exam results were better only in the new students facing the flipped methodology, but not in the repeaters, who
scored lower on the final evaluation. The quantitative and qualitative assessments completed by the participants
regarding the different aspects of the flipped-classroom-based methodology were favorable; however, the
participants believed that traditional lectures should be maintained for specific topics.
Conclusions: A methodology based on flipped teaching was an effective strategy to improve academic
performance ingastrointestinal and renal physiology, but only in new students.
关键词：Academic stress;Flipped teaching;Gastrointestinal and renal physiology;Medical students
