The impact of flipped learning in surgical education: A mixed-method study

Abstract

This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's overall usefulness for junior residents. The participants tended to use podcasts more than other materials. They mentioned that the videos and books helped more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with patients in daily encounters.

E-Learning in a Postmodern Society

“…However, there is no single right approach. According to Akbarialiabad et al (2021) and Moskal et al (2013), the development of a successful blended learning program requires the integration of the efforts of all stakeholders, including students, faculty, and educational administration. However, in this context, the use of open educational resources seems to be the most promising today.…”

Impact of Online Learning on Teachers’ Authority During the COVID-19 Pandemic in Indonesia

“…First, research on the efficacy of online learning for teachers ( Dewantara & Nurgiansah, 2021 ; Hosseini et al, 2021 ; Oktavian & Aldya, 2020 ). Second, a study on the use of social media applications as online learning media ( Akbarialiabad et al, 2021 ; Beach et al, 2021 ; Sari, 2020 ). Third, a study on the role of parents in online learning ( Cahyati & Kusumah, 2020 ; Iftitah & Anawaty, 2020 ; Kurniati et al, 2020 ).…”

Preparing for the lasting effects of COVID-19 on medical training: The design and pilot study of a low-fidelity virtual reality prototype for Central Venous Catheterization training

“…Current training is conducted using didactic lectures for procedural knowledge and manikin simulators for mechanical skills. While didactic lectures provide an overview of CVC and its complications, it is not interactive (Mohan, Kamath, Manish, & Eesha, 2010) and lacks participation from the trainees (Akbarialiabad et al, 2021;Miller et al, 2013). Prior research has also shown that didactic lectures might not be effective for teaching surgical knowledge (Michael, 2006;Miller et al, 2013) and do not improve patient outcomes (Davis, Thomson, Oxman, & Haynes, 1992;Mueller, 2015).…”