The flipped classroom for medical students

Helen Kang Morgan · Chris Chapman · James Thomas Fitzgerald · Aisha A. Yousuf · Maya M. Hammoud

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Innovative Teaching Methods Innovations in Medical Education Innovations in Educational Methods

Abstract

BACKGROUND: The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. METHODS: Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. RESULTS: Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time DISCUSSION: Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship.

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2001Peer Instruction: Ten years of experience and results 2008Applying the science of learning: Evidence-based principles for the design of multimedia instruction.2013Flipping the Classroom to Improve Student Performance and Satisfaction 2013Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology

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2016The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students 2017Does the Flipped Classroom Improve Learning in Graduate Medical Education?2021Inovação no ensino: uma revisão sistemática das metodologias ativas de ensino-aprendizagem 2020Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis 2019Flipping the Classroom in Graduate Medical Education: A Systematic Review 2018Grounding the flipped classroom approach in the foundations of educational technology 2020Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis 2019Effect of a Flipped Classroom on Knowledge Acquisition and Retention in an Internal Medicine Residency Program

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