Coronavirus Disease 2019 Knowledge Acquisition and Retention: a Flipped Classroom Based on Micro-learning Combined with Case-based Learning in Interns

Abstract

<jats:title>Abstract</jats:title> <jats:p><jats:bold>Background:</jats:bold>Since medical school affiliated hospitals suspended the internship rotation during Coronavirus Disease 2019 (COVID-19) pandemic period in China. Determining an effective and available approach for interns learning new disease knowledge becomes an important challenge in affiliated hospitals. We explored a blended learning approach, a flipped classroom based on micro-learning combined with CBL, in interns learning COVID-19 knowledge using prospective randomized study.<jats:bold>Methods:</jats:bold> During COVID-19pandemic period in China, 74 final-year undergraduate interns who were scheduled to rotatein our affiliated hospital in academicyear 2019-2020were randomized to a flipped classroomor standard classroomwith 37 participants in each classroomgroup during a 120-minute live online COVID-19curriculum utilizing the same Network Teaching Platform provided by our university. The standard classroom group utilized traditional lecture, while the flipped classroom group applied micro-learningcombined with CBL.We compared the effect of both formats on COVID-19knowledge acquisition and the impact onclinical practice attitude.<jats:bold>Results:</jats:bold> All 74 interns (100%) responded pretest, posttest and retention test, and completed the questionnaire online. Both formats significantlyimproved COVID-19 knowledge acquisitionat the conclusion of online COVID-19 curriculum.Interns’ knowledge test scores including total score and scores of five knowledge dimensions ofCOVID-19were significantly higher in the flipped classroomgroup than those in the standard classroomgroup (<jats:italic>P</jats:italic>&lt;0.05). Compared with interns in the standard classroom group, interns in theflipped classroomgroup performed better in retention test and hada significantly more positive clinical practice attitude(<jats:italic>P</jats:italic>&lt;0.05 in all items).<jats:bold>Conclusions:</jats:bold> A flipped classroom based on micro-learning combined with CBL showed greater effectiveness in COVID-19knowledge gainin final-year undergraduate interns and made their attitude toward clinical practice more positive.</jats:p>