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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Updated: Oct 30, 2025

Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve
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Using the Flipped Classroom Model in Surgical Education: Efficacy and Trainee Perception.

R C Chick1, A M Adams1, K M Peace1

  • 1US Army Brooke Army Medical Center, San Antonio, Texas.

Journal of Surgical Education
|July 2, 2021
PubMed
Summary
This summary is machine-generated.

The flipped classroom model improved surgical residents' quiz scores and preparation without increasing study time. This innovative teaching method is well-received and preferred by trainees for surgical education.

Keywords:
Medical knowledgedistance learningflipped classroomsurgery residency

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Area of Science:

  • Medical Education
  • Surgical Training
  • Educational Technology

Background:

  • Traditional lecture formats in surgical training may not optimize learner engagement or knowledge retention.
  • The flipped classroom model offers a potential alternative by shifting didactic content delivery outside of conference time.
  • Assessing the feasibility and impact of this model in surgical education is crucial for curriculum development.

Purpose of the Study:

  • To evaluate the feasibility, efficacy, and learner perception of the flipped classroom model in surgical training conferences.
  • To compare trainee preparedness and performance between flipped and traditional lecture formats.
  • To gauge surgical trainees' acceptance and preference for the flipped classroom approach.

Main Methods:

  • Faculty-created video lectures were distributed to surgical residents prior to conferences.
  • Conference time was dedicated to case discussions and question-and-answer sessions.
  • Pre-lecture quizzes assessed trainee preparedness, and qualitative surveys captured learner perceptions.

Main Results:

  • Flipped classroom videos did not increase preparation time but significantly improved mean quiz scores (67% to 80%).
  • Video utilization increased the proportion of trainees preparing for at least one hour (23% to 49%).
  • 90% of respondents found videos very helpful, preferred the format, and would use them weekly.

Conclusions:

  • The flipped classroom model is feasible, effective, and preferred by surgical trainees.
  • This approach enhances learner preparation and quiz performance without increasing overall study time.
  • The flipped classroom model shows promise for widespread adoption in surgical education, aligning with increasing technology use.