Effective and Time-Efficient Implementation of a Flipped-Classroom in Preclinical Medical Education

Marshall, Aaron M.; Conroy, Zachary

doi:10.1007/s40670-022-01572-3

Cited by 7 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The metrics of time- and cognitive-load efficiency proved meaningful in identifying specific resources in need of revision. By expanding the efficiency concept to include self-reported prep time, a behavioral outcome measure of engagement with the materials, we expanded the utility of this approach to help address the long-standing problem of balancing content- and time-constraints in preclinical medical education [ 5 , 7 ].…”

Section: Discussionmentioning

confidence: 99%

“…The success of the flipped classroom format requires that students arrive well-prepared to participate in class [ 6 ]. Ensuring students have adequate time and effective resources to prepare for class have emerged as common challenges in implementing flipped classroom formats [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…This method has been widely used in the field of instructional design to assess the cognitive load efficiency of learning tasks with strong psychometric properties in various contexts [ 27 , 29 – 34 ]. Given the time-compressed nature of undergraduate medical education and the challenges observed with managing workload in the flipped setting [ 7 , 10 ], we expanded the traditional notion of cognitive load-based efficiency to also include prep time.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

et al. 2023

View full text Add to dashboard Cite

Background Preclinical medical education is content-dense and time-constrained. Flipped classroom approaches promote durable learning, but challenges with unsatisfactory student preparation and high workload remain. Cognitive load theory defines instructional design as “efficient” if learners can master the presented concepts without cognitive overload. We created a PReparatory Evaluation Process (PREP) to systematically assess and measure improvement in the cognitive-load efficiency of preparatory materials and impact on study time (time-efficiency). Methods We conducted this study in a flipped, multidisciplinary course for ~ 170 first year students at Harvard Medical School using a naturalistic post-test design. For each flipped session (n = 97), we assessed cognitive load and preparatory study time by administering a 3-item PREP survey embedded within a short subject-matter quiz students completed before class. Over three years (2017–2019), we evaluated cognitive load- and time- based efficiency to guide iterative revisions of the materials by content experts. The ability of PREP to detect changes to the instructional design (sensitivity) was validated through a manual audit of the materials. Results The average survey response rate was ≥ 94%. Content expertise was not required to interpret PREP data. Initially students did not necessarily allocate the most study time to the most difficult content. Over time, the iterative changes in instructional design increased the cognitive load- and time-based efficiency of preparatory materials with large effect sizes (p < .01). Furthermore, this increased the overall alignment of cognitive load with study time: students allocated more time to difficult content away from more familiar, less difficult content without increasing workload overall. Conclusions Cognitive load and time constraints are important parameters to consider when designing curricula. The PREP process is learner-centered, grounded in educational theory, and works independently of content knowledge. It can provide rich and actionable insights into instructional design of flipped classes not captured by traditional satisfaction-based evaluations.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

et al. 2023

View full text Add to dashboard Cite

show abstract

“…As the benefits of flipped classroom includes better self-regulated learning skills, more effective studentteacher interactions, and increased learner engagement and motivation [7,8], its use is increasingly being adopted in medical education, such as nursing [9], pharmacology [10], ophthalmology [11,12], radiology, epidemiology, and podiatric medical education [13,14]. To date, only several studies have reported implementation of flipped classroom in the physiology context among different level of learners [15][16][17][18], with focus on the study of system physiology.…”

Section: Introductionmentioning

confidence: 99%

Examining the effects of student-centered flipped classroom in physiology education

Cao

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

Background The flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students. Method 131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching. Results Our results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom. Conclusion The flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

show abstract

The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

Mishall,

Meguid,

Elkhider

et al. 2024

Med.Sci.Educ.

View full text Add to dashboard Cite

The role of a flipped classroom (FC) instructional method has been expanding in medical education. Despite recent interest in FC pedagogy, little is known about optimal FC implementation strategies in medical education and their impact on learning outcomes. This article aimed to outline the educational theories that guide the design of the flipped instruction method and review the relevant literature to provide evidence-based recommendations for planning, designing, developing, implementing, and evaluating FC instruction in medical education. The review incorporates evidence-based literature that highlights students’ performance outcomes and perceptions of the FC instruction method in medical education.

show abstract

Effective and Time-Efficient Implementation of a Flipped-Classroom in Preclinical Medical Education

Cited by 7 publications

References 15 publications

Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Examining the effects of student-centered flipped classroom in physiology education

The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

Contact Info

Product

Resources

About