Dataset Information

Flipped-classroom training in advanced cardiopulmonary life support.

ABSTRACT:

Background

The effects of the flipped classroom have been demonstrated in various fields of education in recent years. Training in emergency medicine is also beginning to gradually implement the flipped classroom; however, its practical effect in emergency medicine contexts is not yet clear.

Objective

The present study investigates the effects of the flipped classroom on advanced cardiopulmonary life support (ACLS) training implemented among practicum students in emergency medicine.

Methods

The study randomly assigned into control and experimental conditions 108 fourth year students in the College of Medicine at Yonsei University, in Seoul, who were scheduled to take clinical practice in emergency medicine between March and July 2017. Students were taught about ACLS in either a traditional lecture-based classroom (control condition) or a flipped classroom (experimental condition); then, simulation training with ACLS scenarios was carried out. Finally, each student was rated on performance using a rating form developed in advance.

Results

ACLS simulation scores of the students in the flipped classroom were 70.9±10.9, which was higher than those of the students in the traditional classroom (67.1±11.3); however, this difference was not statistically significant (p = 0.339). In addition, the difference in student satisfaction as measured on a survey was statistically insignificant (p = 0.655).

Conclusions

Competency assessment after simulation-based training in ACLS undergone by senior medical students randomly assigned to flipped and traditional classrooms showed no statistical difference in competency between the two groups.

SUBMITTER: Beom JH

PROVIDER: S-EPMC6124753 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Publications

Flipped-classroom training in advanced cardiopulmonary life support.

Beom Jin Ho JH Kim Ji Hoon JH Chung Hyun Soo HS Kim Su Mi SM Ko Dong Ryul DR Cho Junho J

PloS one 20180905 9

<h4>Background</h4>The effects of the flipped classroom have been demonstrated in various fields of education in recent years. Training in emergency medicine is also beginning to gradually implement the flipped classroom; however, its practical effect in emergency medicine contexts is not yet clear.<h4>Objective</h4>The present study investigates the effects of the flipped classroom on advanced cardiopulmonary life support (ACLS) training implemented among practicum students in emergency medicin ...[more]

PMID: 30183739

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Project description:ObjectivesTo improve patient education delivered over telemedicine by using a "flipped classroom"-inspired approach.MethodsA "flipped classroom" is an education strategy used to engage active learning by sending students home with lecture material and reserving classroom time for collaborative learning. To adapt this approach for use in radiation oncology patient education, three pieces of written education material were created: introduction to radiation oncology, treatment planning scan, and treatment delivery. An automated system was created to deliver precisely timed emails at three time points ahead of appointments. Appointment time was then used for collaborative learning with our staff. As a primary endpoint, email engagement metrics were tracked via the automated system. Secondarily, enrolled patients were surveyed to assess level of understanding (before vs. after intervention), anxiety (before vs. after intervention), and satisfaction. Additionally, email delivery timing, clarity, relevance, and patient support were evaluated. Data analyses test the impact of active learning against our existing education approaches.ResultsOverall, 77.1% of the emails were opened, and of those, patients accessed 72.2% of the education material. Patients re-read the education material 4.6 times on average. Active learning increased patient understanding regarding the purpose of the treatment planning scan (p = 0.031) and increased patient understanding of what to expect during daily radiation treatments (p = 0.0078). Patients reported reduced anxiety (p = 0.031) and high scores for satisfaction, timing, clarity, relevance, and overall support.ConclusionsPatient engagement with the education material was high, and they continued to access it many times. Active learning enhances patient comprehension of complex treatment information leading to decreased anxiety. Furthermore, this technique can be incorporated into existing telemedicine with basic technology.

Dataset Information

Flipped-classroom training in advanced cardiopulmonary life support.

Background

Objective

Methods

Results

Conclusions

Publications

Flipped-classroom training in advanced cardiopulmonary life support.

Similar Datasets

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