A Randomized controlled study to evaluate the effect of flipped classroom relative to a traditional demonstration method on learning of procedural skills in dermatology residents

Malik, Sakina Sadiq; Yasmeen, Rahila; Khan, Rehan Ahmed

doi:10.5455/jpma.27173

Cited by 2 publications

(4 citation statements)

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“…[15] Sakina Sadiq Malik et al suggested that flipped classroom was found to be an effective teaching strategy for procedural skills in dermatology residents from the difference analysis between median pre-test and post-test scores in both groups. [16] Randy Y Lu et al suggested that flipped classroom method was received favorably by trainees and may complement traditional methods of teaching from the primary outcome measured residents' preferences for classroom styles and the secondary outcome compared knowledge acquisition. [17] Fady Girgis et al suggested that flipped classroom for neurosurgery resident education was a viable approach to resident education and was associated with increased engagement and improved performance using validated knowledge-assessment tools.…”

Section: Interpretation Of Relevant Data In the Studymentioning

confidence: 99%

Correlation Analysis of Demographic Characteristics of Internal Medicine Residents on the Training Effect of Flipped Teaching Based on Video Conference

Zhang

2022

Preprint

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Objective: I aimed to clarify whether the demographic characteristics of internal medicine residents are related to the training effect of Flipped Teaching based on Video Conference, so as to further improve the teaching management and quality control. Methods: A total of 43 residents who participated in the Flipped Teaching based on Video Conference in April and June were included as the research objects. Online examination was conducted for these residents, and the demographic characteristics of these residents and their examination score were quantitatively analyzed, so as to clarify the correlation between the demographic characteristics of these residents and their examination score. Results: The average score of 43 residents in the online examination was 72.0(64.0-79.0). 40 residents passed the exam, accounting for 93.0%. The bivariate correlations analysis showed that the age, gender, educational background, training batch and training phase of residents were not correlated with the examination score; all P > 0.05. The age, gender, educational background, training batch and training phase of these residents were not correlated with the examination score by single linear regression and multiple linear regression analysis; all P > 0.05. Conclusion: Age, gender, educational background, training batches and training phases of internal medicine residents are not related to the examination score after Flipped Teaching based on Video Conference. Demographic characteristics may not be related to the training effect of residents through preliminary study.

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Section: Interpretation Of Relevant Data In the Studymentioning

confidence: 99%

Correlation Analysis of Demographic Characteristics of Internal Medicine Residents on the Training Effect of Flipped Teaching Based on Video Conference

Zhang

2022

Preprint

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“…Even in Pakistan it has been used for dermatology residents and assessed by OSCE and MCQs. Student perception were recorded by FCPI 30 .…”

Section: Discussionmentioning

confidence: 99%

“…This instrument was successfully utilized in Mayo clinic Quality improvement curriculum in 2015 25 . In a study carried out in dermatology residents in Pakistan it was again successfully used after 2 FCs for dermatology procedures with few open-ended questions, after permission from the original author and establishing reliability 30 .…”

Section: Discussionmentioning

confidence: 99%

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Using Flipped Classroom for Teaching Procedural Skill in Residency Specially Dermatology–a Systematic Review

Malik

Yasmeen

Naveed³

et al. 2021

PAFMJ

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Objective: To review the available literature investigating effectiveness of flipped classroom (FC) in context to teaching of procedural skills in residency in various medical fields especially in dermatology. Study Design: Systematic review. Place and Duration of Study: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020. Methodology: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020 were reviewed by the authors and co-authors as per their feasibility and discussion done by video conferencing by mobile software apps. Results: To review of 25 full-text articles. Strategic organization of course material, wise choice of pre-class activities, usage of Virtual learning environment, class time utilization tailored to learners needs, adherence to timelines, proper training of staff and proper evaluation; are required for successful implementation of flipped classroom. Students had positive perceptions about this technique. Conclusion: Flipped classroom is an effective teaching method for procedural skills training in post graduate medical training.

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A Randomized controlled study to evaluate the effect of flipped classroom relative to a traditional demonstration method on learning of procedural skills in dermatology residents

Cited by 2 publications

References 0 publications

Correlation Analysis of Demographic Characteristics of Internal Medicine Residents on the Training Effect of Flipped Teaching Based on Video Conference

Correlation Analysis of Demographic Characteristics of Internal Medicine Residents on the Training Effect of Flipped Teaching Based on Video Conference

Using Flipped Classroom for Teaching Procedural Skill in Residency Specially Dermatology–a Systematic Review

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