Implementing a Virtual Flipped Classroom in a Rheumatology Fellowship Program

Abstract

Objective. Active learning opportunities within graduate medical education may be underused. We aimed to assess whether active learning strategies increase after implementing a faculty development workshop and transitioning rheumatology fellowship didactics to a virtual flipped classroom.Methods. We measured baseline faculty use of active learning strategies during lectures within the Introductory Rheumatology Curriculum by calculating an "active learning score" from a cognitive learning theory assessment tool. We held a faculty development workshop demonstrating active teaching strategies and encouraged using a flipped classroom for fellowship didactics. Because of the COVID-19 pandemic, the strategies were discussed in a virtual classroom setting where the intervention phase would occur. We compared active learning scores before and after the intervention for lectures within the Introductory Rheumatology Curriculum. The primary outcome was the change in active teaching scores preintervention versus postintervention.Results. Active learning scores increased in 14 of the 16 lectures, with a mean score increase of 4.7 of 24 points (95% confidence interval 2.3-7.2). Paired t-test analyses comparing active learning scores preintervention and postintervention for each lecture confirmed that results were highly statistically significant (P < 0.001). Despite faculty hesitancy to teach within a virtual environment, faculty satisfaction remained high postintervention.Conclusion. A virtual flipped classroom increased the use of active learning strategies within the Introductory Rheumatology Curriculum. Faculty satisfaction remained high despite modest increases in time spent updating their presentations. Fellows and faculty reported a largely positive experience within the virtual classroom.

The landscape of flipped classroom research: a bibliometrics analysis

“…Scholars from the United States, Spain, and China have some strengths in this area and dominate the research component, but collaboration between different groups is relatively sparse, which may be related to the conduct of different disciplines. For example, some researchers have applied flipped classrooms to medical education (Ruzafa-Martínez et al, 2023;Wade et al, 2023), and other educators have introduced the model to language subjects (Guo et al, 2016;Yin, 2017;Sa et al, 2022) and mechanical engineering (Cho et al, 2021). We look forward to furthering cross-collaboration to promote the development of flipped classroom-related research.…”

Promotion and Validation of Flipped Teaching Based on Video Conference in Standardized Training for Internal Medicine Residents

“…With the publication of the paper “Educators propose ‘ flipping’ medical training” in 2012[4], Flipped Teaching had been studied and applied more and more in the field of medical education, such as Cardiology[5], Internal Medicine[6,7], Anaesthesiology[8], Rheumatology[9], Pathology[10], Radiology[11], Nutriology[12], dermatologic surgery[13,14], Nursing[15], et cetera, and teaching and research achievements of different degrees were achieved. Generally, in the evaluation of Flipped Teaching from the above literature cited, more initiators and researchers were more likely to draw positive conclusions from impressive teaching achievements and put forward the positive significance of Flipped Teaching.…”

“…The copyright holder for this preprint this version posted July 22, 2022. ; https://doi.org/10.1101/2022.07.20.22277876 doi: medRxiv preprint evaluation of Flipped Teaching from the above literature cited, more initiators and researchers were more likely to draw positive conclusions from impressive teaching achievements and put forward the positive significance of Flipped Teaching. [5][6][7][8][9][10][11][12][13][14][15] However, there were different opinions on Flipped Teaching for that some participants themselves were not familiar with the organization and implementation of Flipped Teaching, some residents lacked clinical knowledge reserve, and the preparation time of flipped teaching was relatively long [16.17].…”

“…Teaching. [5][6][7][8][9][10][11][12][13][14][15] However, there were different opinions on Flipped Teaching for that some participants themselves were not familiar with the organization and implementation of Flipped Teaching, some residents lacked clinical knowledge reserve, and the preparation time of flipped teaching was relatively long [16.17].…”

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

“…However, this nontraditional form also needs to be reoriented in connection with the era of new normal habits. The flipped classroom was acquired with virtual learning to become a virtual flipped classroom (Ismail & Abdulla, 2019;Sangermán-Jiménez et al, 2021;Wade et al, 2021). Face-to-face and hybrid learning are then replaced by online learning (e-learning with Internet and mobile learning).…”