Catherine E Lewis1, David C Chen2, Anju Relan2. 1. University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, USA. Electronic address: celewis@mednet.ucla.edu. 2. University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, USA.
Abstract
BACKGROUND: Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. METHODS: A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. RESULTS: There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. CONCLUSIONS: Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning.
BACKGROUND: Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. METHODS: A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. RESULTS: There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. CONCLUSIONS: Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning.
Authors: Sophia M Schmitz; Sandra Schipper; Martin Lemos; Patrick H Alizai; Elda Kokott; Jonathan F Brozat; Ulf P Neumann; Tom F Ulmer Journal: BMC Surg Date: 2021-04-17 Impact factor: 2.102
Authors: Jacob B Hammond; William W Sheaffer; Chad M Teven; Nabil Wasif; Nitin Mishra; Victor J Davila; William J Casey; Thomas M Polveroni; Leah W Moore; Anthony A Smith Journal: Adv Med Educ Pract Date: 2021-09-15