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Flipping the classroom in neurological bedside teaching: a prospective controlled study.

Henrik Heitmann1,2, Elisabeth Fischer3, Philipp Wagner3

  • 1Department of Neurology, School of Medicine, Technical University of Munich (TUM), Munich, Germany. henrik.heitmann@tum.de.

BMC Medical Education
|March 16, 2023
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Summary

The flipped classroom approach significantly improved medical students' theoretical knowledge and practical skills in neurology bedside teaching. This method enhances learning effectiveness, especially crucial during the pandemic.

Keywords:
Bedside teachingClinical competenceNeurology

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Area of Science:

  • Medical Education
  • Neurology Training

Background:

  • Bedside teaching is crucial for clinical competence in neurology.
  • Declining bedside skills and limited in-person teaching necessitate new educational approaches.
  • Pre-session theoretical knowledge delivery may optimize practical bedside learning.

Purpose of the Study:

  • To evaluate the effectiveness of a flipped classroom (FC) approach in neurological bedside teaching.
  • To compare the FC approach with traditional bedside teaching methods.
  • To assess the impact on students' theoretical knowledge and practical skills.

Main Methods:

  • Prospective controlled study comparing traditional and FC neurological bedside teaching.
  • 161 medical students and their lecturers participated.
  • Interventional group (IG) received online preparation; control group (CG) did not.

Main Results:

  • The IG demonstrated significantly higher theoretical knowledge ratings from both students and lecturers.
  • Lecturers rated the practical skills of IG students significantly higher.
  • The IG required significantly less time for theoretical content recapitulation.

Conclusions:

  • The flipped classroom approach enhances the effectiveness of neurological bedside teaching.
  • This method is particularly valuable given pandemic-related limitations on in-person teaching.
  • FC concepts offer potential for reusing e-learning content and developing future teaching strategies.