Introduction The objective of this study was to review and critically appraise the medical education literature pertaining to a flipped-classroom (FC) education model, and to highlight influential papers that inform our current understanding of the role of the FC in medical education. Methods A search of the English-language literature querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 296 papers related to the FC using either quantitative, qualitative, or review methods. Two reviewers independently screened each category of publications using previously established exclusion criteria. Eight reviewers then independently scored the remaining 54 publications using either a qualitative, quantitative, or review-paper scoring system. Each scoring system consisted of nine criteria and used parallel metrics that have been previously used in critical appraisals of education research. Results A total of 54 papers (33 quantitative, four qualitative, and 17 review) on FC met a priori criteria for inclusion and were critically appraised and reviewed. The top 10 highest scoring articles (five quantitative studies, two qualitative studies, and three review papers) are summarized in this article. Conclusion This installment of the Council of Emergency Medicine Residency Directors (CORD) Academy Critical Appraisal series highlights 10 papers that describe the current state of literature on the flipped classroom, including an analysis of the benefits and drawbacks of an FC approach, practical implications for emergency medicine educators, and next steps for future research.
Objective: The objective was to review and critically appraise the medical education literature pertaining to feedback and highlight influential papers that inform our current understanding of the role of feedback in medical education.Methods: A search of the English language literature in querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 327 feedback-related papers using either quantitative (hypothesis-testing or observational investigations of educational interventions), qualitative methods (exploring important phenomena in emergency medicine [EM] education), or review methods.Two reviewers independently screened each category of publications using previously established exclusion criteria. Six reviewers then independently scored the remaining 54 publications using a qualitative, quantitative, or review paper scoring system. Each scoring system consisted of nine criteria and used parallel scoring metrics that have been previously used in critical appraisals of education research.Results: Fifty-four feedback papers (25 quantitative studies, 24 qualitative studies, five review papers) met the a priori criteria for inclusion and were reviewed. Eight quantitative studies, nine qualitative studies, and three review papers were ranked highly by the reviewers and are summarized in this article. To promote a scholarly approach to education and provide ongoing professional development for EM educators, the CORD Academy proposed a critical appraisal series to explore important, timely, relevant education topics. This inaugural installment of the CORD Academy critical appraisal series addresses the topic of feedback in medical education. Despite widespread acknowledgement of the importance of feedback in improving learner performance, both learners and educators express dissatisfaction with the quality and quantity of feedback received in the ED, and recent literature suggests that even if feedback is delivered, factors related to learner confidence, emotion, learner-educator relationship, and culture may impact the likelihood that the feedback is received, incorporated, and translated into performance improvement. [8][9][10][11][12][13] This critical appraisal applies a previously published method to search, critically appraise, and summarize the top quantitative and qualitative papers on feedback in medical education. Conclusions14 Established scoring instruments for quantitative and qualitative papers were piloted and revised as necessary for implementation in this context, and an instrument for scoring review papers was adapted from the qualitative instrument, piloted, and revised as well. The aim of this critical appraisal is to provide a summary of the top scoring feedback in medical education papers, highlight practical implications for EM educators, and suggest important next steps for future research. METHODS Article IdentificationA research librarian performed the literature search, querying Education Resources Information Center (ERIC), PsychINFO, PubMed, ...
IntroductionThe Association of American Medical Colleges has introduced the Standardized Video Interview (SVI) to assess the communication and professionalism skills of residency applicants to allow a more holistic view of applicants beyond academic performance. Initial data suggests scores are not correlated with academic performance and provide a new measure of applicant attributes. It is not currently known how the SVI compares to existing metrics for assessing communication and professionalism during the interview process.MethodsApplicants to the University of Wisconsin Emergency Medicine Residency program were invited and interviewed without use of the SVI scores or videos. All faculty interviewers were blinded to applicants’ SVI information and asked to rate each applicant on their communication and professionalism on a scale from 1–25 (faculty gestalt score), analogous to the 6–30 scoring used by the SVI. We transformed SVI scores to our 1–25 system (transformed SVI score) for ease of comparison and compared them to faculty gestalt scores as well as applicants’ overall score for all components of their interview day (interview score).ResultsWe collected data for 125 residency candidates. Each applicant received a faculty gestalt score from up to four faculty interviewers. There was no significant correlation of SVI scores with faculty gestalt scores (Spearman’s rank correlation coefficient [rs] (123)=0.09, p=0.30) and no correlation with the overall interview score (rs(123)=0.01, p=0.93). Faculty gestalt scores were correlated positively with interview scores (rs(123)=0.65, p<0.01).ConclusionSVI scores show no significant correlation with faculty gestalt scores of communication and professionalism. This could relate to bias introduced by knowledge of an applicant’s academic performance, different types of questions being asked by faculty interviewers, or lack of uniform criteria by which faculty assess these competencies. Further research is needed to determine whether SVI scores or faculty gestalt correlate with performance during residency.
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