Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.
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ABSTRACT:
SUBMITTER: Martinelli SM
PROVIDER: S-EPMC5559245 | biostudies-other | 2017 Aug
REPOSITORIES: biostudies-other
Publications
Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.
Martinelli Susan M SM Chen Fei F DiLorenzo Amy N AN Mayer David C DC Fairbanks Stacy S Moran Kenneth K Ku Cindy C Mitchell John D JD Bowe Edwin A EA Royal Kenneth D KD Hendrickse Adrian A VanDyke Kenneth K Trawicki Michael C MC Rankin Demicha D Guldan George J GJ Hand Will W Gallagher Christopher C Jacob Zvi Z Zvara David A DA McEvoy Matthew D MD Schell Randall M RM
Journal of graduate medical education 20170801 4
<h4>Background</h4>In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions.<h4>Objective</h4>We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach.<h4>Methods</h4>We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for ...[more]
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Project description:IntroductionThe flipped classroom is a pedagogical model in which the typical lecture and homework/self-study elements of a course are reversed or ‗flipped'. The flipped model differs from distance and online learning, since students still have face-to-face contact with tutors. Studies have shown that the flipped classroom approach can be effective with clinical skills learning by paramedics, but it is not clear whether anatomy, physiology, pathophysiology and pharmacology can effectively be taught using a flipped approach.MethodsA flipped classroom approach was taken for a three-hour theory session on the Diploma of Higher Education in Paramedic Practice that would usually have been taught by traditional lecture. Participants, 20 student paramedics already employed by the Ambulance Service as Emergency Care Assistants, completed a two-part questionnaire after the session. Part one comprised 22 Likert style questions, with part two allowing qualitative data with five open ended questions.ResultsAll students preferred the traditional lecture over a flipped approach. Time constraints and preparation were seen as major disadvantages of the flipped classroom, as was being unable to ask questions in real time. Flexibility was seen to be an advantage of online lectures, and a blended/combination approach of online resources and traditional lecture was seen as valuable.ConclusionThe demographic of students may have had an impact upon the results of the study and the lack of popularity of the flipped approach. Employed students have the added pressure of full-time work, and further research is needed into whether different methods should be employed when choosing how to educate employed paramedic students versus those who enter via the undergraduate route and study full time.
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