Flipping Radiology Education Right Side Up

O’Connor, Erin E.; Fried, Jessica G.; McNulty, Nancy J.; Shah, Pallav; Hogg, Jeffery P.; Lewis, Petra J.; Zeffiro, Thomas A.; Agarwal, Vikas; Reddy, Sravanthi

doi:10.1016/j.acra.2016.02.011

Cited by 115 publications

(114 citation statements)

References 39 publications

(51 reference statements)

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“…120 articles were taken forward for abstract review, 94 articles were excluded (see figure 1). The remaining 26 articles went forward to full text review, of which 15 were excluded (nine failed to compare FC and DT, five provided inadequate objective test results, one using Chinese medicine) leaving eleven studies (Belfi, Bartolotta, Giambrone, Davi, & Min, 2017;Bonnes et al, 2017;Boysen-osborn et al, 2016;Connor et al, 2016;Evans et al, 2016;Gillispie, 2016;Heitz, Prusakowski, Willis, & Franck, 2015;Liebert et al, 2017;Morton & Colbert-getz, 2016;Rui et al, 2017) which were included in quantitative analysis.…”

Section: Resultsmentioning

confidence: 99%

“…Four of the five studies demonstrated a clear, statistically significant, improvement in assessment scores for the FC groups over the DT (Belfi et al, 2017;Bonnes et al, 2017;Connor et al, 2016;Rui et al, 2017) with one study demonstrating no improvement for FC over DT (Heitz et al, 2015). Two of the studies used a crossover design with students experiencing both DT and FC conditions in an emergency medicine clerkship and radiology clerkship (Connor et al, 2016;Heitz et al, 2015). These studies shared similar designs with two groups of students experiencing four modules, two of which were FC and two DT.…”

Section: Test Scoresmentioning

confidence: 88%

“…Of a maximum score of twelve points, studies ranged from five to ten (appendix 1). One study (Bonnes et al, 2017) scored ten, four scored eight (Belfi et al, 2017;Boysen-osborn et al, 2016;Heitz et al, 2015;Rui et al, 2017), two scored seven (Connor et al, 2016;Gillispie, 2016) Baig, 2009) and one scored five (Evans et al, 2016). Whilst overall performance on study end point, unbiased assessment and clear aims were good, no studies undertook prospective power calculations and with the exception of two studies (Bonnes et al, 2017;Boysen-osborn et al, 2016), loss to follow up or failure to report total number of students completing examinations was high.…”

Section: Quality Assessmentmentioning

confidence: 99%

“…The remaining two (Connor et al, 2016;Heitz et al, 2015) studies used a crossover design where students experienced both DT and FC conditions covering different teaching material for the two conditions. The study participants were either undergraduate or postgraduate medical students or postgraduate doctors.…”

Section: Contemporary Case-control Designmentioning

confidence: 99%

“…All studies assessed the teaching methods by examination scores; three studies used MCQ scores (Belfi et al, 2017;Connor et al, 2016;Heitz et al, 2015), one study used a pre and post course QI knowledge assessment tool (QIKAT) (Bonnes et al, 2017) and one study used an ECG interpretation examination (Rui et al, 2017). Four of the five studies demonstrated a clear, statistically significant, improvement in assessment scores for the FC groups over the DT (Belfi et al, 2017;Bonnes et al, 2017;Connor et al, 2016;Rui et al, 2017) with one study demonstrating no improvement for FC over DT (Heitz et al, 2015). Two of the studies used a crossover design with students experiencing both DT and FC conditions in an emergency medicine clerkship and radiology clerkship (Connor et al, 2016;Heitz et al, 2015).…”

Section: Test Scoresmentioning

confidence: 99%

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Does the Flipped Classroom improve exam performance in medical education? A systematic review

Hughes¹,

Lyons²

2017

MedEdPublish

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Background: The 'flipped classroom' (FC) is a blended learning model in which educational material is delivered online prior to class, students then apply this knowledge through discussion and problem solving activities in class. Its effectiveness in medical education is debated. The aim of this systematic review is to assess the outcomes of studies which have compared the exam performance of traditional didactic teaching (DT) to the FC in medical education.

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Section: Resultsmentioning

confidence: 99%

Section: Test Scoresmentioning

confidence: 88%

Section: Quality Assessmentmentioning

confidence: 99%

Section: Contemporary Case-control Designmentioning

confidence: 99%

Section: Test Scoresmentioning

confidence: 99%

See 3 more Smart Citations

Does the Flipped Classroom improve exam performance in medical education? A systematic review

Hughes¹,

Lyons²

2017

MedEdPublish

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Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

Phillips

Eason

Straus

2017

Anatomical Sciences Ed

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Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single-institution survey of second- and fourth-year medical students and postgraduate year 1-4 residents from 11 specialties, composed of five-point Likert questions, sample examination questions, and narrative response questions, was distributed in 2015. One hundred seventy-seven of the 466 potential respondents replied (71 residents and 106 students), response rate 38.0%. No nonresponse bias was present in two separate analyses. Respondents generally favored a superficial "identification" question as more relevant to clinical practice, which was positively associated with increasing clinical experience ρ = 0.357, P < 0.001 by point-biserial correlation. Students and residents most commonly used self-directed methods to learn medical imaging during their medical anatomy courses (72.6 and 57.7%, respectively). Small group education was least commonly used by students and residents (45.3 and 39.4%, respectively), but most commonly recommended (62.3 and 69%, respectively). A total of 56.6 and 64.8% of students and residents, respectively, reported that having multiple learning methods was "quite" or "extremely" important. Respondents with more clinical experience were more likely to report that a superficial identification question was more clinically relevant than a question testing deeper radiological anatomy knowledge. Small group learning was preferred among students and residents but was the least commonly employed method of instruction. Both findings contrast starkly with current radiological anatomy instructional understanding and practices. Anat Sci Educ 11: 25-31. © 2017 American Association of Anatomists.

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Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

Sadik

Abdulmonem

2020

Anatomical Sciences Ed

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One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018-2019) and the traditional group (49 students) of the academic year (2017)(2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.

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Flipping Radiology Education Right Side Up

Cited by 115 publications

References 39 publications

Does the Flipped Classroom improve exam performance in medical education? A systematic review

Does the Flipped Classroom improve exam performance in medical education? A systematic review

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

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