Effectiveness of the Surgery Core Clerkship Flipped Classroom: a prospective cohort trial - 21/01/16
, Dana T. Lin, M.D. a, Laura M. Mazer, M.D., M.S. a, b, Sylvia Bereknyei, Dr.P.H. a, c, James N. Lau, M.D., F.A.C.S. aAbstract |
Background |
The flipped classroom has been proposed as an alternative curricular approach to traditional didactic lectures but has not been previously applied to a surgery clerkship.
Methods |
A 1-year prospective cohort of students (n = 89) enrolled in the surgery clerkship was taught using a flipped classroom approach. A historical cohort of students (n = 92) taught with a traditional lecture curriculum was used for comparison. Pretest and post-test performance, end-of-clerkship surveys, and National Board of Medical Examiners (NBME) scores were analyzed to assess effectiveness.
Results |
Mean pretest and post-test scores increased across all modules (P < .001). There was no difference between mean NBME examination score in the prospective and historical cohorts (74.75 vs 75.74, P = .28). Mean ratings of career interest in surgery increased after curriculum completion (4.75 to 6.50, P < .001), with 90% reporting that the flipped classroom contributed to this increase.
Conclusions |
Implementation of a flipped classroom in the surgery clerkship is feasible and results in high learner satisfaction, effective knowledge acquisition, and increased career interest in surgery with noninferior NBME performance.
Le texte complet de cet article est disponible en PDF.Keywords : Flipped classroom, Medical student, Surgery, Clerkship
Plan
| Creation of this curriculum was supported by an Innovation in Teaching and Researching Online and Blended Courses Grant from the Office of the Vice Provost for Online Learning at Stanford University and the Stanford University School of Medicine. |
Vol 211 - N° 2
P. 451 - février 2016 Retour au numéro
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