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Does the Flipped Classroom Improve Learning in Graduate Medical Education?

Jeff Riddell, Paul Jhun, Cha-Chi Fung

    Journal of Graduate Medical Education
    |August 22, 2017
    PubMed
    Summary

    The flipped classroom model showed mixed results for knowledge gain in emergency medicine residents compared to traditional lectures. Differences in test scores were minimal, indicating similar educational effectiveness between the two teaching methods.

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    Area of Science:

    • Medical Education
    • Graduate Medical Education
    • Emergency Medicine

    Background:

    • The flipped classroom model is increasingly popular in medical education.
    • Limited data exists on its effectiveness for knowledge acquisition in graduate medical education.

    Purpose of the Study:

    • To evaluate if a flipped classroom module enhances knowledge gain compared to a standard lecture format.
    • Assessing the effectiveness of flipped classroom versus lecture for medical residents.

    Main Methods:

    • A randomized crossover study was conducted across 3 emergency medicine residency programs.
    • Residents experienced both a 50-minute lecture and a flipped classroom module (20-min video, 30-min discussion) on different topics.
    • Knowledge was assessed via pretest, immediate posttest, and 90-day retention tests.

    Main Results:

    • No significant difference in test scores was observed between lecture and flipped classroom for low back pain.
    • Slight, statistically significant differences favored the flipped classroom for headache, but the educational impact was negligible.
    • 73 out of 82 eligible residents completed the study.

    Conclusions:

    • The study found mixed statistical results when comparing a flipped classroom module to a standard lecture using multiple-choice questions.
    • The small differences observed suggest the flipped classroom and lecture formats are educationally equivalent for this cohort.