Flipping the Continuing Medical Education Classroom: Validating a Measure of Attendees' Perceptions
Christopher R Stephenson1, Amy T Wang, Jason H Szostek
1Dr. Stephenson: Assistant Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Wang: Assistant Professor of Medicine, Division of General Internal Medicine, Harbor University of California Los Angeles, Torrance, CA. Dr. Szostek: Assistant Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Bonnes: Assistant Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Ratelle: Assistant Professor of Medicine, Division of Hospital Internal Medicine, Mayo Clinic, Rochester, MN. Ms. Mahapatra: Assistant Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Mandrekar: Professor of Biostatistics and Neurology, Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN. Dr. Beckman: Professor of Medicine and Education, Division of General Internal Medicine, Mayo Clinic, Rochester, MN. Dr. Wittich: Associate Professor of Medicine, Division of General Internal Medicine, Mayo Clinic, Rochester, MN.
Introduction:
New teaching approaches for CME are needed. In flipped classrooms, coursework is completed beforehand and applied during class time. Studies of flipped classrooms and their potential benefits in CME have not been published. We sought to develop and validate an instrument measuring flipped classroom perceptions, identify whether participation changed perceptions, and determine which flipped classroom components were perceived as most effective.
Methods:
In this cross-sectional validation study, 167 participants in the Mayo Clinic's 2015 Internal Medicine Board Review course received surveys. Online modules were developed to deliver content before flipped classroom courses on acid-base disorders and electrolyte disorders. A flipped classroom perception instrument (FCPI) was developed and validated. The FCPI, with eight items structured on 5-point Likert scales, was given to participants before and after their flipped classroom experiences.
Results:
Of the 167 participants, 111 returned surveys. Flipped classroom perceptions improved, with mean (SD) FCPI scores increasing from 3.74 (0.75) to 3.94 (0.76) (P < .001). The percentage of participants who preferred flipped classrooms increased from 38% before the course to 53% after (P = .002). Positive changes in FCPI scores were unrelated to module completion. Most participants thought knowledge was enhanced by in-class sessions and online modules equally.
Discussion:
The FCPI, the first validated measure of participants' perceptions of a CME flipped classroom, has strong validity evidence. Participants' perceptions of and preference for the flipped classroom improved after experiencing the flipped CME classroom. These findings support the need to further explore flipped classroom models in CME.
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
01:29Self-Evaluation Maintenance Model
03:00Self-Evaluation: Self-Enhancement and Self-Verification
01:20Assessment of Ventilation I: Respiratory Rate
A Ventilation assessment is critical for monitoring a patient's health status. Respiration, one of the most accessible vital signs, provides insights into the function of numerous body systems and can indicate serious health issues, such as brainstem injuries from head trauma.
Critical Guidelines for Assessing Ventilation:
01:11Pulse Assessment Sites
01:29Assessment of Ventilation II: Respiratory Depth and Rhythm
Respiratory depth measures the volume of air inhaled or exhaled during a breath. It can vary from shallow to deep and typically remains consistent when a person is at rest or asleep. Occasionally, individuals will automatically inhale deeply, known as sighing, which inflates the lungs with more air than normal breathing.
To assess respiratory depth, observe the degree of chest excursion or movement: