The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program

Young, Timothy P.; Bailey, Caleb J.; Guptill, Mindi; Thorp, Andrea W.; Thomas, Tami L.

doi:10.5811/westjem.2014.10.23515

Cited by 186 publications

(169 citation statements)

References 14 publications

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“…One such approach that has received much attention is the flipped classroom (FC), which allows students to independently learn foundational concepts as required homework, and then use this gained knowledge during class time to engage in critical thinking opportunities and application of knowledge. The term FC was coined in 2012 and has gained popularity worldwide . It is suggested that the FC promotes the integration of independent learning and use of technology outside the classroom, and learner‐centred activities and more efficient student–teacher interactions inside the classroom …”

Section: Introductionmentioning

confidence: 99%

A systematic review of the effectiveness of flipped classrooms in medical education

2017

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There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.

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Section: Introductionmentioning

confidence: 99%

A systematic review of the effectiveness of flipped classrooms in medical education

2017

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“…[11][12][13][14] In their study in an emergency medicine residency program, Young and colleagues demonstrated medical residents' preference for the flipped classroom format over the traditional lecture format. 15 In another study in a physical therapy program, Boucher and colleagues presented positive student and faculty responses to a flipped classroom design that incorporated recorded lectures, readings, discussion, laboratories, and problem solving. 16 Several studies evaluated the impact of various flipped classroom designs and the use of prerecorded videos in the pharmacy curriculum and found promising results with students' performance and satisfaction with the courses.…”

Section: Introductionmentioning

confidence: 99%

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Koo

Demps

Farris

et al. 2016

American Journal of Pharmaceutical Education

127

109

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Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered selfassessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.

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“…They observed an improvement in grades with flipped "endorsers" and flipped "resisters, " pointing toward the interpretation that "preferences alone may not be the most informative aspect on which to evaluate a flipped classroom environment" (McNally et al, 2016, p. 292). Several studies conducted on the evaluation of flipped classrooms in the past years concentrated mostly on students' appreciation of the approach (Critz and Wright, 2013;Butt, 2014;Yeung and O'Malley, 2014;Young et al, 2015) and did not evaluate other aspects of its potential effectiveness.…”

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confidence: 99%

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Cormier

Voisard

2018

Front. ICT

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The flipped classroom as a form of active pedagogy in postsecondary chemistry has been developed during the last 10 years and has been gaining popularity with instructors and students ever since. In the current paradigm in science, technology, engineering, and mathematics education, it is widely recognized that active learning has significant positive effects on students' grades. Postsecondary organic chemistry is a difficult course for students, and the traditional way of teaching does not foster students' active involvement. Implementation of active pedagogy could increase students' achievement in this course. However, few quantitative data are available on the impact of active pedagogy in general, or flipped classrooms in particular, on learning in organic chemistry at a postsecondary level. Thus, in this study, we evaluated the gain on final grade scores in organic chemistry after implementing a flipped classroom approach to promote active learning in this course. We encouraged students to be active by having them watch educational videos before each class and then having them work during class time on problems that focused on applying the concepts presented in the videos. Exams were the same as those completed by students in the traditional classrooms of our college. In an a posteriori analysis of our students' grades, we compared final grades in traditional classrooms (control group, N = 66) and in flipped classrooms (experimental group, N = 151). The sample was stratified in three categories depending on students' academic ability in college, from low-achieving to high-achieving students. Our results show that students in the experimental group have significantly higher final grades in organic chemistry than those in the control group, that is, 77% for students in the active classroom vs. 73% in the traditional classroom (p < 0.05). The effect was the greatest for low-achieving students, with final scores of 70% in the active classroom compared with 60% in the traditional one (p < 0.001). This difference in performance is likely due to students spending more time solving problems in a flipped classroom rather than having the questions assigned to them as homework.

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The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program

Cited by 186 publications

References 14 publications

A systematic review of the effectiveness of flipped classrooms in medical education

A systematic review of the effectiveness of flipped classrooms in medical education

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

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