Sep 13, 2019

A flipped classroom in graduate medical education

The Clinical Teacher
Rachel A BlairOle-Petter R Hamnvik

Abstract

The role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum. This pilot study was carried out in an academic medical centre in the USA with 43 second-year internal medicine postgraduate trainees. Trainees watched videos on the pharmacological treatment of type 2 diabetes outside of the classroom, followed by an in-class session in which they engaged in case-based discussions. The intervention was evaluated using surveys and a knowledge test before, immediately after and 6 months after the intervention. The mean number of correct answers for a 10-question knowledge test was 5.25 before the intervention, 8.00 in the immediate post-intervention test, and 7.10 in the 6-month follow-up test (p < 0.001). Six months after the intervention, 57.1% of participants reported prescribing an antidiabetic medication discussed at the session. In a focus group, trainees reported their preference for interactive, case-based learning, concern about the time required for preparation and interest in incorporating real patient cases. Trainees preferred the flipped classro...Continue Reading

  • References11
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References

  • References11
  • Citations1

Citations

Mentioned in this Paper

Diabetes Mellitus, Non-Insulin-Dependent
Academic Medical Centers
Follow-up
Pilot Projects
Evaluation
Participant
Pharmacotherapy
Pharmaceutical Preparations
Self-Report
Learning

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