Flipping the Quality Improvement Classroom in Residency Education

Bonnes, Sara L.; Ratelle, John T.; Halvorsen, Andrew J.; Carter, Kimberly J.; Hafdahl, Luke; Wang, Amy T.; Mandrekar, Jayawant N.; Oxentenko, Amy S.; Beckman, Thomas J.; Wittich, Christopher M.

doi:10.1097/acm.0000000000001412

Cited by 81 publications

(97 citation statements)

References 32 publications

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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%

“…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. A prospective design was undertaken by six of the eleven studies (Belfi et al, 2017;Bonnes et al, 2017;Connor et al, 2016;Gillispie, 2016;Heitz et al, 2015;Rui et al, 2017).…”

Section: Quality Assessmentmentioning

confidence: 99%

“…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. A prospective design was undertaken by six of the eleven studies (Belfi et al, 2017;Bonnes et al, 2017;Connor et al, 2016;Gillispie, 2016;Heitz et al, 2015;Rui et al, 2017).…”

Section: Quality Assessmentmentioning

confidence: 99%

“…Of the five studies using a contemporary DT comparator group, three studies (Belfi et al, 2017;Bonnes et al, 2017;Gillispie, 2016) used a simple case control design with students undergoing either FC or DT teaching. 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.…”

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%

See 4 more Smart Citations

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: Quality Assessmentmentioning

confidence: 99%

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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Three‐Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models

Văduva

Serban

Lăzureanu

et al. 2021

Anatomical Sciences Ed

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Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n = 501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7 ± 24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives. Anat Sci Educ 15: 115-126.

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Flipped classroom assisted by Rain Classroom for anatomy practical classes: Challenges and opportunities of anatomy education

Wang,

Du,

Fang

et al. 2023

Anatomical Sciences Ed

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Anatomy practical classes are an essential part of learning human anatomy. The flipped classroom teaching model has been used in medical education in recent years. However, its precise impacts on anatomical knowledge acquisition and learning outcomes remain controversial. With the development of information technology, new educational tools, such as Rain Classroom, have recently attracted much interest. The Rain Classroom is an application that can easily connect students and teachers through smartphones or computers. However, whether and how to apply it to the flipped classroom in anatomy practical classes needs to be evaluated. In this study, we designed a teaching model of flipped classroom assisted by Rain Classroom and carried it out in anatomy practical classes at our university. Results showed that the final exam scores of the experimental group were significantly improved, compared with the control group (p < 0.01); the final exam score was significantly correlated with both the pre‐class quiz score (p < 0.05) and the in‐class quiz score (p < 0.001). Student satisfaction was measured by a questionnaire on a Likert scale of 1–5. All the mean scores were greater than 4.5, indicating that most students had positive attitudes toward this teaching model. The present study suggests that the Rain Classroom helps support students throughout the learning processes of the flipped classroom, and the model of flipped classroom assisted by Rain Classroom could improve students' learning efficiency and ultimately increase their exam performance in anatomy practical classes.

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Flipping the Quality Improvement Classroom in Residency Education

Cited by 81 publications

References 32 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

Three‐Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models

Flipped classroom assisted by Rain Classroom for anatomy practical classes: Challenges and opportunities of anatomy education

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