The Flipped Classroom as a Pedagogical Tool for Leadership Development in Postgraduate Medical Education

Abstract

Abstract:Following a needs assessment among residents, a 10-module leadership curriculum was developed that included health care law and medical errors. An educational intervention using the flipped classroom model (FCM) was developed and we investigated (1) its effectiveness as a teaching method, and (2) the degree of knowledge acquisition of the content of the module. Thirty-four residents were selected using convenience sampling and were divided into an intervention group (n = 10) and a control group (n = 24). The residents in the intervention group received reading materials and assignments in preparation for two reflective sessions. The control group only received reading material. Multiple-choice questionnaires were used to measure knowledge acquisition. Qualitative interviews were used to assess the perceived effectiveness of the FCM. Eight residents from the intervention group and 10 from the control group were used for final analysis. A significant improvement was observed in acquired knowledge of health care law and medical errors in the intervention group and the FCM was perceived to be effective in teaching health care law and medical errors. The FCM was perceived to facilitate residents' knowledge acquisition and stimulate active learning. Interventions with FCM positively influence residents' performance and should play more structural roles in postgraduate medical education.

Serious games as an educational strategy for management and leadership development in postgraduate medical education – an exploratory inquiry

“…In a previous study we published, we described the phenomenon of “generational” expectations otherwise known as the “generational gap.” We explained how this phenomenon had impacted the educational landscape, and the demands it had placed on curricular design, which subsequently has resulted in attuning the choice of instructional methods to the needs of the “Millennial resident” (ie, collaborative, technologically adaptive, feedback-driven learners). 13 , 14 This has resulted in the emergence and adoption of educational strategies such as e-learning, the flipped classroom, and serious games (SGs) into medical education as novel teaching methods.…”

“… 9 , 15 , 16 Furthermore, a SG is an educational context that we felt many residents would be familiar with and, like the flipped classroom, would appeal to the learning needs of residents. 14 , 17 Although we had reasons to assume that SGs would be a useful educational strategy, we lacked a clear understanding of whether it was an ideal intervention for teaching negotiation, a subset of our PM&L curriculum, and also how the MRs would perceive its utility and potential benefit for their learning. To define the appropriate research approach to investigate this phenomenon, we reconstructed the purpose of designing the leadership training module as well as the choice of the educational intervention using the typology of research purpose.…”

Can case-based discussions be used for leadership development in medical education? - an exploratory inquiry

“…These include the flipped classroom, casebased discussion (CBD), peer teaching and the simulation clinic. In recent studies, we also demonstrated that the flipped classroom was a valuable method to teach certain aspects of leadership to residents (Lucardie et al 2017a;Lucardie et al 2017b). CBD has been proven to have potential in teaching analytical and decision-making skills, and we believe, liked the flipped classroom, that it would be equally beneficial to teach important aspects of management and leadership in residents (Jerrard 2005).…”

A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students

“…A Flipped classroom is a new pedagogical model in which students are provided with study resource material like teacher prepared notes, paper handouts, power points, videos as "pre-class assignment" to develop a basic understanding of the topic before class, and inclass, precious time is used for learner-centric activities such as presentation, clearing doubts, problem solving, group discussion and case discussion. 3 The teachers' roles is to monitor, guide, and support the learning process of their students. 4 The model was made popular by Eric Mazur emphasizing that the learning gains are approximately tripled with flipped class approach that focuses on the student and interactive learning.…”