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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Podrobná bibliografia
Vydané v:	The American journal of surgery Ročník 215; číslo 2; s. 298 - 303
Hlavní autori:	Lewis, Catherine E., Chen, David C., Relan, Anju
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	United States Elsevier Inc 01.02.2018 Elsevier Limited
Predmet:	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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Popis
Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0002-9610 1879-1883 1879-1883
DOI:	10.1016/j.amjsurg.2017.08.050