Effectiveness of the Surgery Core Clerkship Flipped Classroom: a prospective cohort trial

Liebert, Cara A.; Lin, Dana T.; Mazer, Laura; Bereknyei, Sylvia; Lau, James N.

doi:10.1016/j.amjsurg.2015.10.004

Cited by 106 publications

(93 citation statements)

References 22 publications

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“…Finally, the results of the study were analyzed given the basic assumption that less class time would naturally result in lower performance outcomes, an assumption that is not substantiated. This study's results are consistent with other similar studies which found that flipped methods can lead to improved performance outcomes 2,8,15,16) . In future studies, it may be useful to examine student performance results with more granularity by analyzing the scores within each of the categories rather than just simply the broad categories (SEP, CIS, ICE and Comp.).…”

Section: Discussionsupporting

confidence: 83%

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1<sup>st</sup> year students at Nihon University School of Medicine

Jego

Udagawa

Taniguchi

et al. 2017

Nichidai Igaku Zasshi

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Background: Flipped classroom methodologies have gained popularity and undergone much research scrutiny in recent years. However, there have been no studies examining the effects of flipping an English, first-year, basic medical history taking, oral communication skills course in Japan.Methods: A 1-year prospective cohort of students (n = 135) enrolled in an English, basic medical history taking course (30 hours) was taught using a flipped approach. A historical cohort of students (n = 128) was taught using a more conventional task-based communicative approach (45 hours) for comparison. Baseline metrics indicated that there was adequate similarity for comparison between the two groups. Performance examination scores were analyzed to assess effectiveness in 4 categories: Spoken English Proficiency (SEP); Communication and Interpersonal Skills (CIS); Integrated Clinical Encounter (ICE); Comprehension (Comp.).Results: The overall average examination score increased from 67.5 ± 1.5% (mean ± SE) in 2014 to 77.5 ± 1.5% in 2015 (mean difference between the groups, 9.6%; [95 percent CI, 5.5% to 13.7%], P < .001) indicating a significant improvement in student performance. Largest gains were observed in SEP and CIS and there were no significant changes in the ICE and Comp. categories.Conclusion: It appears that students performed significantly better in a basic history taking examination with a simulated patient in English after having been taught using the "Flipped Classroom" method, despite having had 15 fewer classroom hours. Therefore, it is worth considering this innovative methodology as a means to improve educational effectiveness.

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Section: Discussionsupporting

confidence: 83%

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1<sup>st</sup> year students at Nihon University School of Medicine

Jego

Udagawa

Taniguchi

et al. 2017

Nichidai Igaku Zasshi

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“…120 articles were taken forward for abstract review, 94 articles were excluded (see figure 1). The remaining 26 articles went forward to full text review, of which 15 were excluded (nine failed to compare FC and DT, five provided inadequate objective test results, one using Chinese medicine) leaving eleven studies (Belfi, Bartolotta, Giambrone, Davi, & Min, 2017;Bonnes et al, 2017;Boysen-osborn et al, 2016;Connor et al, 2016;Evans et al, 2016;Gillispie, 2016;Heitz, Prusakowski, Willis, & Franck, 2015;Liebert et al, 2017;Morton & Colbert-getz, 2016;Rui et al, 2017) which were included in quantitative analysis.…”

Section: Resultsmentioning

confidence: 99%

“…Of the six studies, three demonstrated no significant difference between FC and DT interventions (Evans et al, 2016;Liebert et al, 2017;M. R. Sajid et al, 2016).…”

Section: Test Scoresmentioning

confidence: 99%

“…Three of the retrospective case comparison studies (Evans et al, 2016;Morton & Colbert-getz, 2016; M. R. Sajid et al, 2016) used multiple choice question (MCQ) exam alone with two studies using MCQ combined with another assessment method such as an Objective structured clinical examination (OSCE), questions regarding clinical cases or ECG rhythm strip interpretation (Boysen-osborn et al, 2016;Gillispie, 2016). One study used pre and post intervention National Board of Medical Examiners (NBME) test scores as the quantitative assessment (Liebert et al, 2017).…”

Section: Retrospective Case-control Designmentioning

confidence: 99%

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Does the Flipped Classroom improve exam performance in medical education? A systematic review

Hughes¹,

Lyons²

2017

MedEdPublish

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Background: The 'flipped classroom' (FC) is a blended learning model in which educational material is delivered online prior to class, students then apply this knowledge through discussion and problem solving activities in class. Its effectiveness in medical education is debated. The aim of this systematic review is to assess the outcomes of studies which have compared the exam performance of traditional didactic teaching (DT) to the FC in medical education.

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“…Previous experiments with the flipped classroom have shown neutral (Geist, Larimore, Rawiszer, & Al Sager, 2015;Harrington, Vanden Bosch, Schoofs, Beel-Bates, & Anderson, 2015;Liebert, Lin, Mazer, Bereknyei, & Lau, 2016;Morgan et al, 2015) to positive (Street, Gilliland, McNeil, & Royal, 2014;Tune et al, 2013) impact on students' performance in assessment. In trials of a flipped classroom compared to a traditional lecture-based class student satisfaction has been found to increase (Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012;Gilboy et al, 2015;Simpson & Richards, 2015;Street et al, 2014;Tan, Brainard, & Larkin, 2015).…”

Section: Introductionmentioning

confidence: 99%

Drivers of openness to online and flipped learning in medical education

Kenwright¹,

Osborne²,

Dai³

et al. 2016

MedEdPublish

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One online teaching approach that has gained popularity in health science education is the 'flipped classroom' where students undertake content learning prior to face-to-face class time, often via watching pre-recorded videos. This frees up contact time for activities which stimulate higher-order thinking. While previous studies have generally reported neutral to positive student feedback and effects on academic attainment, the quality of pre-class resources and time required for pre-class work have been identified as potential problems with the approach. A further issue identified in the literature is students' openness to adopting new forms of learning.This paper examines students' responses to the flipped classroom in two undergraduate medical education courses, in which students were assigned pre-work comprising a mix of short video lectures and brief online activities. Following the unanticipated finding that students in the fourth and fifth year courses formed very different views of a similar flipped learning intervention, this study explored:• How do students use online pre-class resources in a flipped classroom?• What factors influence students' openness to using online resources in a flipped classroom?This study used a course evaluation survey followed by focus group interviews to understand students' use of and attitudes towards the flipped classroom.Many students in groups reversed or wanted to reverse the intended 'flipped' order of classes to use the online material as revision aids rather than as pre-class work. Students in both groups identified that time pressure influenced the way they used the pre-class material. The fifth year cohort held a largely positive attitude towards the flipped classroom whereas the fourth year group held a largely negative view. Differences students' willingness to tolerate uncertainty, connections with clinical learning and metacognitive view of 'learning' itself appear to account

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Effectiveness of the Surgery Core Clerkship Flipped Classroom: a prospective cohort trial

Cited by 106 publications

References 22 publications

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1<sup>st</sup> year students at Nihon University School of Medicine

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1<sup>st</sup> year students at Nihon University School of Medicine

Does the Flipped Classroom improve exam performance in medical education? A systematic review

Drivers of openness to online and flipped learning in medical education

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