Riddell Jeff, Jhun Paul, Fung Cha-Chi, Comes James, Sawtelle Stacy, Tabatabai Ramin, Joseph Daniel, Shoenberger Jan, Chen Esther, Fee Christopher, Swadron Stuart P
J Grad Med Educ. 2017 Aug;9(4):491-496. doi: 10.4300/JGME-D-16-00817.1.
The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education.
We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture.
We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject.
Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences.
In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.
讲授式教育的翻转课堂模式最近在医学教育中受到欢迎；然而，缺乏性能数据表明其在研究生医学教育中对知识获取的有效性。
我们评估了与标准讲座相比，翻转课堂模块是否能提高知识获取。
我们在3个急诊医学住院医师培训项目中进行了一项随机交叉研究。参与者被随机分配，分别接受一位专家教育者就一个主题进行的50分钟讲座，以及就另一个主题进行的翻转课堂模块学习。翻转课堂包括20分钟的家庭视频和30分钟的课堂病例讨论。涉及的两个主题是头痛和急性腰痛。对每个主题都进行了预测试、即时后测试和90天的保留测试。
在82名符合条件的住院医师中，73人完成了两个模块的学习。对于腰痛模块，讲座和翻转课堂两种形式的平均测试成绩没有显著差异。对于头痛模块，在给定的测试日期，翻转课堂和讲座形式的表现存在显著差异。然而，两组之间的差异小于10个考试项目中的1个，因此难以赋予这些差异教育上的重要性。
在这项将单个翻转课堂模块与标准讲座进行比较的交叉研究中，我们发现通过多项选择题衡量的表现的统计结果参差不齐。由于差异很小，翻转课堂和讲座基本等效。
