Does the Flipped Classroom Improve Learning in Graduate Medical Education?

Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, Jim; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P.

doi:10.4300/jgme-d-16-00817.1

Cited by 86 publications

(77 citation statements)

References 23 publications

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“…The flipped curriculum had limited uptake, in terms of residents completing outside reading and faculty and fellows conducting case discussions, yet both groups reported high satisfaction with the new approach. Our study fits well within the current landscape of flipped classroom studies in GME that show mixed objective results 14,15 but positive perceptions of the flipped classroom curriculum overall. [7][8][9]15 This raises the question of whether a flipped classroom methodology works within GME curricula.…”

Section: Discussionsupporting

confidence: 78%

“…Our study fits well within the current landscape of flipped classroom studies in GME that show mixed objective results 14,15 but positive perceptions of the flipped classroom curriculum overall. [7][8][9]15 This raises the question of whether a flipped classroom methodology works within GME curricula. 16 The flipped classroom is prevalent in GME, as a 2017 survey showed over 83% of IM residency programs use it for at least some of their residency training.…”

Section: Discussionsupporting

confidence: 78%

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Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education

Allenbaugh

Spagnoletti

Berlacher

2019

Journal of Graduate Medical Education

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Background The flipped classroom is designed to reinvigorate education and utilizes ''at-home'' time to learn concepts and ''inclass'' time for clinical application. While some studies have shown positive effects of the flipped classroom in undergraduate medical education, there is a paucity of data on its use in graduate medical education.Objective We hypothesized that a flipped classroom curriculum of Medical Knowledge Self-Assessment Program (MKSAP) content with group case discussions could improve resident knowledge and preparedness in cardiology.Methods Ninety-eight internal medicine residents who rotated on the inpatient cardiology service from March to October 2017 were quasi-randomized into control and intervention groups, with the intervention group assigned MKSAP readings and cases to review on their own, accompanied by weekly case discussion. Pre-post surveys evaluated for change in knowledge and preparedness, quantity of teaching received, and use of MKSAP.Results A total of 93 of 98 residents (95%) participated in the curriculum. There were 37 of 51 residents (73%) in the control group and 37 of 47 residents (79%) in the intervention group who responded to pre-post assessments. In paired analysis, knowledge score did not improve significantly between the groups, nor did self-reported preparedness, number of teaching sessions per week, or reported MKSAP use. However, all participants had positive perceptions of the curriculum, and the majority felt it should be continued.Conclusions This flipped classroom curriculum did not affect knowledge, preparedness, or number of teaching sessions for internal medicine residents on a cardiology rotation when compared to usual teaching, although residents experiencing the new model expressed high satisfaction.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionsupporting

confidence: 78%

Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education

Allenbaugh

Spagnoletti

Berlacher

2019

Journal of Graduate Medical Education

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“…However, concerns have been raised about implementing the flipped classroom in GME . To date, only several small studies have reported implementing flipped classroom curricula in the GME context, with inconclusive data on knowledge acquisition and retention and little data regarding feasibility . Furthermore, the impact of learning in the flipped classroom model on trainees’ clinical practice has not been studied and no prior studies have examined the use of the flipped classroom in internal medicine residency teaching sessions.…”

Section: Introductionmentioning

confidence: 99%

A flipped classroom in graduate medical education

Blair

Caton

Hamnvik

2019

The Clinical Teacher

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Summary Background The role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum. Methods This pilot study was carried out in an academic medical centre in the USA with 43 second‐year internal medicine postgraduate trainees. Trainees watched videos on the pharmacological treatment of type 2 diabetes outside of the classroom, followed by an in‐class session in which they engaged in case‐based discussions. The intervention was evaluated using surveys and a knowledge test before, immediately after and 6 months after the intervention. Results The mean number of correct answers for a 10‐question knowledge test was 5.25 before the intervention, 8.00 in the immediate post‐intervention test, and 7.10 in the 6‐month follow‐up test (p < 0.001). Six months after the intervention, 57.1% of participants reported prescribing an antidiabetic medication discussed at the session. In a focus group, trainees reported their preference for interactive, case‐based learning, concern about the time required for preparation and interest in incorporating real patient cases. Discussion Trainees preferred the flipped classroom, which also resulted in increased knowledge and self‐reported prescribing changes; however, the required preparatory time may limit its feasibility in GME.

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“…Formative assessments included the prelesson exercises which were posted on the Vula discussion forum for all to comment, assess, and give feedback. These prelesson exercises aimed to facilitate the students to acquire key skills or understand concepts that the lesson was targeting to address as required for flipped classes (Riddell et al, 2017). Facilitators also used these preclass exercises to gauge general understanding of the concepts by the participants.…”

Section: Step 3: Goals and Specific Objectives For The Training Coursementioning

confidence: 99%

The African Genomic Medicine Training Initiative (AGMT): Showcasing a Community and Framework Driven Genomic Medicine Training for Nurses in Africa

Nembaware

Mulder

2019

Front. Genet.

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The potential of genomic medicine in improving the quality of healthcare both at population and individual-level is well-recognized globally. However, successful adoption of genetic and genomic evidence into clinical practice depends on training the healthcare workforce and clinical researchers in genomic medicine. Due to limited expertise in the medical genetics and genomics field, widespread uptake largely depends on task-shifting for the implementation of genomic medicine implementation to key healthcare professionals such as nurses. Their knowledge would be developed through courses aimed at professional development. Globally, trainers, and training initiatives in genomic medicine are in early stages of development, but resource limited settings such as the African continent face additional logistical and institutional challenges. The African Genomic Medicine Training (AGMT) Initiative was conceived during a combined conference of the African Society of Human Genetics (AfSHG) and the Human Heredity and Health in Africa Consortium (H3Africa) in 2016, Senegal, in response to the needs for developing knowledge and skills in genomic medicine. AGMT was established to implement a sustainable genomic medicine training initiative primarily for healthcare professionals who are not geneticists but are nurses, doctors, and pharmacists in Africa. This paper reports on the establishment of the AGMT initiative and the strategies developed and piloted by this initiative in designing and implementing an accredited frame-work and community-based blended learning course for nurses across 11 African countries. The global implementation experiences, outcomes and lessons learnt are highlighted. The AGMT initiative strategy takes advantage of existing research consortia and networks to train and create a pool of trainers and has adopted evidence-based approaches to guide curriculum and content development/adaptation. This initiative established the first Africa-wide online blended learning genomic medicine course which forms the basis from which to develop courses for other healthcare professionals and the wider public.

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Does the Flipped Classroom Improve Learning in Graduate Medical Education?

Abstract: In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

Cited by 86 publications

References 23 publications

Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education

Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education

A flipped classroom in graduate medical education

The African Genomic Medicine Training Initiative (AGMT): Showcasing a Community and Framework Driven Genomic Medicine Training for Nurses in Africa

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