Flipped Classroom in Podiatric Medical Education

Abstract

Background The purpose of this study was to evaluate student learning outcomes in a flipped classroom versus a traditional classroom in a podiatric medical school. To date no published reports in podiatric medical schools have used the flipped classroom for the entirety of a medical school course. Methods Students from the class of 2017 completed the Emergency Medicine and Trauma course using traditional classroom lectures, and the class of 2018 used a flipped classroom approach. Each class took two assessments that contained 99 identical questions and completed a postcourse evaluation that contained student comments. A multivariate analysis of covariance was conducted to determine whether student performances were significantly affected by the differences in the teaching method. Student evaluation comments were analyzed using textual data analysis to determine the sentiments that students expressed regarding their exposure to the teaching method. Results The multivariate analysis of covariance results revealed that students scored slightly lower on assessments during the flipped classroom delivery compared with the traditional classroom delivery, when adjusted for Medical College Admission Test scores and grade point average, but not significantly (P = .4340). Similarly, the sentiment analysis of student comments indicated that the average positive sentiment score for the flipped classroom delivery was higher but was not significant (P = .08914). Conclusions The analysis showed there was not a statistically significant change in examination scores based on teaching method. Sentiment analysis revealed that student sentiments were more positive with the flipped classroom group compared with the traditional lecture group, although not statistically significantly.

Reduction of discrepancies between students and instructors in the assessment of practical tasks through structured evaluation sheets and peer feedback

“…The students' satisfaction and self-assessment of their abilities were determined immediately after the practical session using the online questionnaire tool LimeSurvey 25 . For this purpose, the questions proposed Schüttpelz-Brauns et al 26 by were modified.…”

Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students

“…Forty-four students were divided into groups, with three participants in each group. They implemented their knowledge of caries diagnosis by carrying out a dental examination and documenting the dental caries status [ 20 ]. This practical clinical session had a duration of 120 minutes and took place in the treatment rooms of the dental hospital at Witten/Herdecke University.…”

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Medical College Education Data Analysis Method Based on Improved Deep Learning Algorithm

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