@article{ART003390669},
author={Geuntae Lee},
title={An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course},
journal={Anatomy & Biological Anthropology},
issn={2671-5651},
year={2026},
volume={39},
number={3},
pages={269-283},
doi={10.11637/aba.2026.39.3.269}
TY - JOUR
AU - Geuntae Lee
TI - An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course
JO - Anatomy & Biological Anthropology
PY - 2026
VL - 39
IS - 3
PB - 대한체질인류학회
SP - 269
EP - 283
SN - 2671-5651
AB - To overcome the cognitive disconnection in traditional basic medical education, this study implemented the CAT (Clinical Case, Artificial Intelligence, Team-based Activity) flipped learning model in a 16-week Cell Biology course for 51 undergraduate Biomedical Laboratory Science students, analyzing their perceptions using a mixed methods approach. Quantitative results revealed significantly positive perceptions across all conceptual sub-scales (p<0.001), including metacognitive readiness, AI cognitive scaffolding, and perceived clinical knowledge transfer. Qualitatively, students demonstrated critical medical literacy by actively cross-checking primary literature to mitigate AI hallucinations. However, perceived cognitive overload from weekly time constrained presentations and competitive peer Q&A emerged as primary challenges. Overall, students perceived that embedding generative AI within flipped learning serves as an effective instructional alternative with the potential to facilitate a deeper learning approach. To refine this model for future applications, pedagogical interventions such as flexible presentation cycles, equitable Q&A rules, and behavior anchored peer assessment rubrics must be established to manage cognitive load and foster healthy academic interactions.
KW - Artificial Intelligence;Basic Medical Education;Cell Biology;Flipped Learning;Student Perception
DO - 10.11637/aba.2026.39.3.269
ER -
Geuntae Lee. (2026). An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course. Anatomy & Biological Anthropology, 39(3), 269-283.
Geuntae Lee. 2026, "An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course", Anatomy & Biological Anthropology, vol.39, no.3 pp.269-283. Available from: doi:10.11637/aba.2026.39.3.269
Geuntae Lee "An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course" Anatomy & Biological Anthropology 39.3 pp.269-283 (2026) : 269.
Geuntae Lee. An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course. 2026; 39(3), 269-283. Available from: doi:10.11637/aba.2026.39.3.269
Geuntae Lee. "An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course" Anatomy & Biological Anthropology 39, no.3 (2026) : 269-283.doi: 10.11637/aba.2026.39.3.269
Geuntae Lee. An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course. Anatomy & Biological Anthropology, 39(3), 269-283. doi: 10.11637/aba.2026.39.3.269
Geuntae Lee. An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course. Anatomy & Biological Anthropology. 2026; 39(3) 269-283. doi: 10.11637/aba.2026.39.3.269
Geuntae Lee. An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course. 2026; 39(3), 269-283. Available from: doi:10.11637/aba.2026.39.3.269
Geuntae Lee. "An Analysis of Student Perceptions on Al-Utilized Flipped Learning in Basic Medical Education: Focusing on a Cell Biology Course" Anatomy & Biological Anthropology 39, no.3 (2026) : 269-283.doi: 10.11637/aba.2026.39.3.269
