Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge

Bouwmeester, Rianne A. M.; Kleijn, Renske A.M. de; Berg, Inge E.T. van den; Cate, Olle Th.J. ten; Rijen, Harold V. M. van; Westerveld, H. E.

doi:10.1016/j.compedu.2019.05.002

Cited by 59 publications

(56 citation statements)

References 38 publications

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“…One of the main themes in the supportive 2017 focus group was the time-based efficiency of the flipped classroom, which is in alignment with the findings of Bouwmeester et al (2019), who found that students in a flipped classroom spent less time preparing for exams but produced results comparable to those of students in classes that had not been flipped. The students in our study emphasised the effective use of time.…”

Section: Discussionsupporting

confidence: 73%

“…Specifically, some studies have shown that flipped classrooms enhance student outcomes (Foldnes 2016), while others have demonstrated that it either makes no difference (Braun et al, 2014;Baepler et al, 2014) or leads to worse student outcomes (Moffett & Mill, 2014). Students in a Dutch study perceived greater self-efficacy in the flipped classroom, spent less time on exam preparation, and produced comparable results as those within a traditional, lecture-based learning environment (Bouwmeester et al, 2019).…”

Section: Active Learning and The Flipped Classroommentioning

confidence: 96%

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Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

Sigurðardóttir

Heijstra

2020

cjsotl-rcacea

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Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

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Section: Discussionsupporting

confidence: 73%

Section: Active Learning and The Flipped Classroommentioning

confidence: 96%

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

Sigurðardóttir

Heijstra

2020

cjsotl-rcacea

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“…The FC classroom incorporates active learning, with teachers explaining in‐depth knowledge instead of merely providing factual information, and students spend time discussing with peers . Apart from being interactive, there is much heterogeneity in how in‐class activities are conducted, and little is known about how specific in‐class activities contribute to learning …”

mentioning

confidence: 99%

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Yiu

Spacek

Pageau

et al. 2019

AEM Education and Training

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Background: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. Methods:We conducted a prospective quasi-experimental controlled educational study comparing theorybased videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory-based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end-of-rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.Results: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.Conclusions: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods. M edical educators have increasingly proposed using a flipped classroom (FC) for medical student education. 1,2 In this model, the traditional lecture is a student's preclass homework, while in-class time is spent on active, inquiry-based learning facilitated by an instructor. 1,3-5 Most preclass lectures were recorded in the forms of podcasts, screencasts, and videos. 6 Despite the promise of FC to promote active learning, outcomes are inconsistent. 6-8 By dissecting how each element (preclass and in-class) contributes to learning,

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“…Repeating important aspects is substantial for a positive long-term memory performance [26,27,29]. Studies have also shown that active use of acquired knowledge by means of managing a specific task, for example independent conduct of an oncological informed consent discussion, is of higher value than absorbing information in a rather passive way by listening to or watching information given [27,[30][31][32][33]. Therefore, the gained time by individual preparation should be used to offer students adequate practical training, or any other way of active participation.…”

Section: Discussionmentioning

confidence: 99%

Radiation oncology as part of medical education—current status and possible digital future prospects

Dapper

Wijnen-Meijer

Rathfelder³

et al. 2020

Strahlenther Onkol

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Purpose Education as part of medical education is currently changing rapidly. Not least because of the corona crisis, more and more digital teaching formats and innovative teaching concepts such as the flipped classroom model are finding their way into teaching. We analyzed the acceptance and effectiveness of traditional teaching methods as well as the interest in innovative e‑learning methods among medical students in the field of radiation oncology at the medical school of the Technical University of Munich. Methods We carried out an online-based survey as well as a knowledge test on all students from two terms who had completed the seminar series of radiation oncology. The survey comprised seven questions on the frequency of participation, acceptance, and judgment of the effectiveness in terms of learning and on a potential use of e‑learning methods using a six-point Likert scale. The test consisted of 10 multiple-choice questions. Results Traditional teaching methods are largely accepted by students and most students consider the current learning format to be effective in terms of the teaching effect in the field of radiation oncology. However, only about 50% of all knowledge questions were answered correctly. The possible use of e‑learning methods was judged critically or desired in roughly equal parts among the students. Conclusion Traditional seminars enjoy a high level of acceptance among students. Effectiveness with regard to the internalization of content taught, however, should be increased. After all, the future seems to lie in the integration of e‑learning in the form of educational videos and practical seminars.

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Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge

Cited by 59 publications

References 38 publications

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Radiation oncology as part of medical education—current status and possible digital future prospects

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