Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy

Anbu, Deepika; Robson, Alistair; Kurn, Octavia; Taylor, Clare; Oliver, Dean S.; Payne, December R; Nagy, É.; Harrison, Charlotte H.; Hall, Samuel; Border, Scott

doi:10.1007/978-3-030-76951-2_1

Cited by 4 publications

(1 citation statement)

References 57 publications

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“…In Study 1, the flipped and lecture sections received the same amount of review questions, and had similar exam averages. This finding is consistent with randomized flipped class studies that control for differences in repeated review [24][25][26][32][33][34]. Specifically, in two courses within an ophthalmology clerkship training program, no statistically-significant differences in exam scores were found between students randomized into: 1) a lecture section that provided review questions as homework or 2) a flipped section that used the review questions for in class discussion and presentations [24].…”

Section: Plos Onesupporting

confidence: 71%

Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study

Pitt

Huebner

2022

PLoS ONE

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Purpose The effects of class structure (i.e., lecture vs. flipped) and repeated review on: 1) exam scores and 2) student perceptions of learning were compared in a prospective randomized controlled trial (Study 1) and a retrospective cohort study (Study 2). Methods In Study 1, 42 second year students in a Doctor of Physical Therapy program were randomized to either a lecture or flipped section of a neurobiology class. Both sections incorporated repeated review. In Study 2, exam scores were retrospectively compared between two cohorts: a lecture cohort without repeated review (n = 42) and a flipped cohort with repeated review (n = 46). In both studies, outcomes of interest were exam scores and student surveys. Results In Study 1, students in the lecture and flipped sections had similar exam averages (lecture = 76.7 ± 17%, flipped = 77.5 ± 17%, p = 0.73). Repeated review significantly improved exam scores by 12.0 percentage points (95% CI: 8.0 to 16.0 percentage points) in the lecture section and 10.8 percentage points (95% CI: 6.9 to 14.8 percentage points) in the flipped section. The flipped section reported higher levels of satisfaction and perceived learning. In Study 2, the flipped cohort had significantly higher exam scores than the lecture cohort (lecture = 70.2 ± 6.9%, flipped = 83.4 ± 7.7%, p < 0.0001). Student satisfaction and perceived learning were similar in both cohorts. Conclusion Exam scores improve with review questions and quizzes provided in a class, both in a lecture or flipped classroom.

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Section: Plos Onesupporting

confidence: 71%

Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study

Pitt

Huebner

2022

PLoS ONE

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The effects of supplemental instruction derived from peer leaders on student outcomes in undergraduate human anatomy

Wilson,

Holman,

Dragan

et al. 2024

Anatomical Sciences Ed

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Supplemental instruction (SI) confers student success, as represented by grades, knowledge retention, and student engagement. However, studies often report professional, not undergraduate, program findings. To measure these effects, students studying human anatomy at a university in Ontario, Canada, attended structured (peer‐assisted) or unstructured (nonpeer‐assisted) SI sessions and completed a pre−/post‐survey. Fifty‐eight learners (39 systems (SYS) and 19 musculoskeletal (MSK) anatomy) completed both surveys and had responses analyzed. Both cohorts, maintained initial perceptions across pre−/post‐analyses (MSK p = 0.1376 and SYS p = 0.3521). Resource usage was similar across both cohorts with discrepancies in skeletal model and textbook use. No MSK learner ranked any lab resources as “not at all useful.” MSK learners felt more prepared to write a graded assessment (p = 0.0269), whereas SYS learners did not (p = 0.0680). Stratification of learners in MSK and SYS revealed learners spending between 30 and 60 min in SI sessions during the study period had the highest grades compared to students who spent less than 30 (p = 0.0286) or more than 60 (p = 0.0286) min attending SI sessions, respectively. Most learners in MSK (89.4%) and SYS (66%) concluded that they preferred structured over unstructured SI. Sentiment/thematic analysis using a generative AI‐driven large language model revealed learners held positive perceptions of SI, emphasizing structured learning, resources, personalized learning, and support offered as the most prevalent themes surrounding SI. Ultimately, this study provides evidence that supports SI for improving student outcomes related to perceived preparedness for completing assessments and preferred teaching/learning styles in undergraduate human anatomy.

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Education Research: Appraisal of Outpatient Clinical Experience During Neurology Residency

Dabir¹,

Arnone²,

Raza³

et al. 2023

Neurology Education

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Background and ObjectivesOutpatient clinical experience is a key component of neurology residency. Understanding the educational environment for residents in the outpatient setting can inform educators to maximize teaching and learning opportunities, enhance resident exposure to subspecialty diagnoses and management, and deliver quality care. We studied the continuity clinic experience of 5 neurology residents over the course of their residency to determine the breadth of their ambulatory experience.MethodsWe used administrative health data from new and return patient visits scheduled with 5 neurology residents of the same class over 3 years of continuity clinic. International classification of disease codes pertaining to neurologic diagnoses and symptoms associated with these visits were analyzed. Frequency and proportions of the most commonly evaluated diagnoses and symptoms were tabulated. These were compared with previously published data about resident experience during training. We also analyzed resident experience over time.ResultsFive neurology residents evaluated 948 patients (mean 189.6; range 180–202; 59.2% female) during 2,699 clinic visits (mean 539.8; range 510–576) over 3 years in their continuity clinics. There were 6,555 international classification of disease codes associated with these visits (2,948 [44.9%] neurologic diagnoses, 2,249 [34.3%] neurologic symptoms, and 1,358 [20.8%] comorbidities). The most common neurologic diagnoses were as follows: headache disorders (24.5%), neuromuscular disorders (17.3%), movement disorders (12.1%), cerebrovascular disorders (11.5%), and epilepsy (7.5%). The most common neurologic symptoms evaluated by residents were as follows: seizure-like events (16.5%), sensory symptoms (12.4%), pain (10.3%), headache (9.7%), and motor symptoms (8.1%).DiscussionThe clinical experience of residents in the continuity clinic was diverse, but it was skewed toward headache, neuromuscular, and movement disorders, which constituted 54% of the workload. When compared with previous studies, the range of resident's outpatient clinical experience differed from that of inpatient experience. Based on the results of this study, we made changes to our outpatient curriculum by adding 2-month–long rotations in subspecialty clinics from postgraduate year 2 to 4 with the aim of boosting resident exposure to neurologic disorders in the outpatient setting.

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Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy

Cited by 4 publications

References 57 publications

Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study

Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study

The effects of supplemental instruction derived from peer leaders on student outcomes in undergraduate human anatomy

Education Research: Appraisal of Outpatient Clinical Experience During Neurology Residency

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