Flipped Classroom Approach to Teaching a Radiology Medical Student Clerkship

Tan, Nelly; Bavadian, Niusha; Lyons, Paul; Lochhead, Jeannie D; Alexander, Andrew George

doi:10.1016/j.jacr.2018.07.017

Cited by 18 publications

(21 citation statements)

References 9 publications

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“…The characteristics of all included studies are summarized in Table 1 . [ 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ] The publication year of all 19 articles covering a period between 2015 and 2019 with sample sizes ranging from 40 to 240 medical students in participation. A total of 9 nonrandomized trials (NRCTs) and 10 randomized trials (RCTs) were included into our meta-analysis.…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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Background: With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical. Methods: Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI). Results: A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61–1.63, P < .001), as well as in cultivating students’ practical skills (SMD 2.59, 95% CI 1.69–3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35–2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21–2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31–2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19–1.60, P < .001). Conclusion: Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.

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Section: Resultsmentioning

confidence: 99%

“…The methodological quality of each included study is presented with detailed scores in Table 2 . [ 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ] All these 19 studies were awarded a total score ranging from 5 to 11 points and meet the cut-off value of high-quality studies with respect to study design.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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“…Weekly online small group meetings were reserved for interactive learning activities and review of the weekly Pacsbin assessments. The incorporation of these flipped-classroom elements shifts the educator's role towards that of a facilitator, encouraging problem solving, rather than imparting didactic knowledge [3,8,9]. While these methods require substantial preparation on the instructor's part, they are efficient, resulting in high-yield educational impact with less instructional time [3].…”

Section: Flipped-classroom Sessionsmentioning

confidence: 99%

A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic

Smith

Boscak

2021

Emerg Radiol

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“…When compared to traditional settings, flipped classrooms have been shown to increase student engagement and lead to improved learning performance, suggesting that this model offers a viable alternative to the lecture hall models of the past 7 . Multiple studies have shown no difference in student performance when flipped classrooms are introduced 8–14 . While there is no standard curriculum for a medical student WM elective, an expert consensus statement does make recommendations regarding content 15 .…”

Section: Introductionmentioning

confidence: 99%

“…7 Multiple studies have shown no difference in student performance when flipped classrooms are introduced. [8][9][10][11][12][13][14] While there is no standard curriculum for a medical student WM elective, an expert consensus statement does make recommendations regarding content. 15 This model has proved successful at our institution and was used as the foundation to create a modified curriculum that is solely online.…”

Section: Introductionmentioning

confidence: 99%

Wilderness Medicine Education in the Time of Social Distancing and COVID‐19

Hill

Pasik

2020

AEM Education and Training

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Wilderness medicine (WM) education has traditionally been conducted as in‐person training. The current COVID‐19 pandemic has forced medical schools to cancel clerkships and clinical electives and pivot to remote education. With online media modalities, it is possible to conduct a WM student elective remotely. The use of recorded audio lectures, instructional videos, choice‐based simulations, and video conferencing allows students access to nearly all necessary content under the guidance of instructors. Although hands‐on practicums are still essential to WM education, the process outlined here enables a temporary alternative during the time of necessary social distancing.

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Flipped Classroom Approach to Teaching a Radiology Medical Student Clerkship

Cited by 18 publications

References 9 publications

Effectiveness of flipped classroom vs traditional lectures in radiology education

Effectiveness of flipped classroom vs traditional lectures in radiology education

A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic

Wilderness Medicine Education in the Time of Social Distancing and COVID‐19

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