Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship

Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. 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 ph...

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Veröffentlicht in:The American journal of surgery Jg. 215; H. 2; S. 298 - 303
Hauptverfasser: Lewis, Catherine E., Chen, David C., Relan, Anju
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States Elsevier Inc 01.02.2018
Elsevier Limited
Schlagworte:
Academic Performance
Active learning
Case-based learning
Classrooms
Clinical Clerkship - methods
Constructivism
Data analysis
Data processing
Digital literacy
Educational Measurement
Flipped classroom
General Surgery - education
Health education
Humans
Instructional design
Learning
Medical examiners
Models, Educational
Obstetrics
Podcasts
Problem-Based Learning - methods
Student attitudes
Students
Students, Medical - psychology
Studies
Surgery
Surveys and Questionnaires
Teaching
United States
United States
United States > US
Case-based learning
Flipped classroom
Active learning
Constructivism
ISSN:0002-9610, 1879-1883, 1879-1883
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Beschreibung
Zusammenfassung:Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. 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. 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. Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0002-9610
1879-1883
1879-1883
DOI:10.1016/j.amjsurg.2017.08.050