Riddell Jeff C, Sawtelle Stacy, Jhun Paul, Comes James, Tabatabai Ramin, Joseph Daniel, Shoenberger Jan, Chen Esther, Fee Christopher, Swadron Stuart
Medical Education Research Fellow, Division of Emergency Medicine, University of Washington School of Medicine.
Assistant Professor, University of California, San Francisco, Fresno Center for Medical Education and Research.
MedEdPORTAL. 2016 Sep 23;12:10458. doi: 10.15766/mep_2374-8265.10458.
Current residency didactic schedules that are built upon hour-long, lecture-based presentations are incongruous with adult learning theory and the needs of millennial generation residents. An alternative to the traditional lecture, the flipped classroom involves viewing a short video lecture at home, followed by an active discussion during class time. This module was developed for emergency medicine residents and rotating medical students without previous training on the subject.
The at-home portion of the module was designed to be delivered at home, while the in-class discussion was designed to be carried out over 30-45 minutes during a regularly scheduled didactic time. Small-group size may be determined by faculty availability, though groups of five are optimal. There is no requirement for faculty preparation prior to the in-class session. Associated materials include objectives, the at-home video, a discussion guide for faculty facilitators, a case-based handout for students and residents, and assessment questions. We assessed our module with a pretest, immediate posttest, and the posttest again after 90 days.
The mean pretest score was 66%, mean posttest score 76%, and mean retention test score 66%. There was an immediate increase of 10%, which did not remain at 90 days.
We developed a flipped classroom module that can be implemented in any emergency medicine residency or clerkship. It addresses the theoretical challenges posed to traditional conference didactics by increasing the focus on problem solving and self-directed learning.
当前基于时长为一小时的讲座式授课的住院医师教学日程与成人学习理论以及千禧一代住院医师的需求并不相符。作为传统讲座的替代方式，翻转课堂要求学员在家观看简短的视频讲座，然后在课堂时间进行积极讨论。本模块是为急诊医学住院医师以及轮转医学生开发的，他们之前未接受过该主题的培训。
该模块的居家部分设计为在家完成，而课堂讨论则设计为在常规教学时间内进行30至45分钟。小组规模可由教员人数决定，不过每组五人最为理想。课堂教学前无需教员做准备。相关材料包括学习目标、居家视频、教员讨论指南、供学生和住院医师使用的病例讲义以及评估问题。我们通过前测、即时后测以及90天后的再次后测对该模块进行评估。
前测平均成绩为66%，后测平均成绩为76%，留存测试平均成绩为66%。成绩立即提高了10%，但90天后未保持这一增幅。
我们开发了一个可在任何急诊医学住院医师培训项目或实习课程中实施的翻转课堂模块。它通过增加对问题解决和自主学习的关注，解决了传统会议教学所面临的理论挑战。
