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The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions
Emily Rose1, Ilene Claudius1, Ramin Tabatabai1
1Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
The Journal of Emergency Medicine
|July 7, 2016
Summary
Interactive online videos improved resident learning in pediatric emergency medicine (PEM). This flipped classroom model enhanced knowledge retention and engagement for future medical professionals.
Area of Science:
- Medical Education
- Pediatric Emergency Medicine
- Educational Technology
Background:
- The flipped classroom model offers potential for enhanced learner engagement and knowledge retention.
- Previous research has not explored interactive questions within pre-class online videos in postgraduate medical education.
- This study addresses a gap in understanding the efficacy of interactive online learning components.
Purpose of the Study:
- To evaluate the effectiveness of a flipped classroom incorporating interactive online video lectures for pediatric emergency medicine (PEM) training.
- To assess the impact of integrated questions within online video modules on resident learning outcomes.
- To gauge resident satisfaction with this innovative educational approach.
Main Methods:
- Recorded online video lectures with integrated questions (Zaption platform) were developed for pre-class preparation.
- Two resident groups were compared: one viewing uninterrupted lectures (Group A), the other with integrated questions (Group B).
- A 5-hour educational program included ~2.5 hours of online viewing and a 2.5-hour in-class session with simulations and faculty-led discussions.
Main Results:
- Residents demonstrated improved performance on post-tests compared to pre-tests, indicating knowledge gains.
- Resident satisfaction with the educational innovation was high.
- A significant finding emerged in 2015, where the group engaging with integrated questions in videos outperformed the control group on post-tests.
Conclusions:
- The blended learning approach, combining online education with face-to-face interaction, proved effective for core PEM topics.
- Interactive elements within online pre-class materials can enhance learning outcomes in postgraduate medical education.
- This model provides a scalable and engaging method for delivering specialized medical training.
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