Emily Rose1, Ilene Claudius1, Ramin Tabatabai1, Liza Kearl1, Solomon Behar1, Paul Jhun2. 1. Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California. 2. Department of Emergency Medicine, University of California San Francisco, San Francisco General Hospital, San Francisco, California.
Abstract
BACKGROUND: Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. OBJECTIVES: We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. METHODS: Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. RESULTS: Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. CONCLUSION: An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics.
RCT Entities:
BACKGROUND: Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. OBJECTIVES: We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. METHODS: Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. RESULTS: Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. CONCLUSION: An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics.
Authors: Nicole M Dubosh; Jaime Jordan; Lalena M Yarris; Edward Ullman; Joshua Kornegay; Daniel Runde; Amy Miller Juve; Jonathan Fisher Journal: AEM Educ Train Date: 2018-12-14
Authors: Jeff Riddell; Paul Jhun; Cha-Chi Fung; James Comes; Stacy Sawtelle; Ramin Tabatabai; Daniel Joseph; Jan Shoenberger; Esther Chen; Christopher Fee; Stuart P Swadron Journal: J Grad Med Educ Date: 2017-08
Authors: Andrew King; Megan Boysen-Osborn; Robert Cooney; Jennifer Mitzman; Asit Misra; Jennifer Williams; Tina Dulani; Michael Gottlieb Journal: Cureus Date: 2017-10-25
Authors: Emily Rose; Paul Jhun; Matthew Baluzy; Aaron Hauck; Jonathan Huang; Jonathan Wagner; Yvette L Kearl; Solomon Behar; Ilene Claudius Journal: West J Emerg Med Date: 2017-12-05