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Related Experiment Video

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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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The flipped classroom for medical students.

Helen Morgan1, Karen McLean2, Chris Chapman3

  • 1Departments of Obstetrics and Gynecology and Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA.

The Clinical Teacher
|May 27, 2015
PubMed
Summary

This study implemented a flipped classroom for gynaecologic oncology, significantly increasing medical student satisfaction. Performance on national exams remained stable, indicating a successful educational innovation.

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Area of Science:

  • Medical Education
  • Gynaecologic Oncology
  • Curricular Innovation

Background:

  • The Obstetrics and Gynaecology clerkship sought to innovate its curriculum for gynaecologic oncology topics.
  • A flipped classroom model was chosen to enhance didactic learning and student engagement.

Purpose of the Study:

  • To implement a flipped classroom curriculum for gynaecologic oncology.
  • To evaluate medical student satisfaction with this innovative teaching method.

Main Methods:

  • Created online video modules on key gynaecologic oncology topics.
  • Utilized the Learning Activity Management System (LAMS) for in-class case-based discussions.
  • Assessed student satisfaction and compared NBME Subject Examination performance before and after implementation.

Main Results:

  • High student satisfaction reported for both online and in-class components.
  • No significant difference in aggregate student performance on gynaecologic oncology NBME questions.
  • High adherence to pre-class video viewing (80%) and session attendance (94%).

Conclusions:

  • The flipped classroom model is a promising technological platform for medical education.
  • This approach effectively enhances student time utilization and satisfaction in didactic learning for gynaecologic oncology.