scholarly journals Implementation of flipped classroom combined with case- and team-based learning in residency training

2021 ◽  
Vol 45 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Chun Ding ◽  
Qin Wang ◽  
Jingling Zou ◽  
Kewei Zhu
Keyword(s):  
Residency Training ◽  
Flipped Classroom ◽  
Medical College ◽  
Analytical Skills ◽  
Surgical Residents ◽  
Team Based Learning ◽  
Burden Test ◽  
Objective Structured Clinical Examinations ◽  
Teamwork Skills ◽  
Clinical Thinking

The core problem of Chinese resident doctor training is that medical educators present content in an attractive teaching mode to make students more motivated to learn and improve their clinical thinking ability, humanistic care, and practical ability. The traditional classroom mode of teaching cannot meet the needs of modern medical education. The purpose of this study is to explore the benefits and challenges of the flipped classroom (FC) combined with case- and team-based learning (FC-CTBL) for residency training. In this study, 60 junior surgical residents of Xiangya Medical College were enrolled. “Diabetic foot” was selected as the content of this study. Residents were divided into an FC-CTBL group and an FC group. FC-CTBL and FC were compared on the basis of residents’ feedback questionnaires, residents’ learning burden, test scores from a pre-quiz, and objective structured clinical examinations (OSCE). Residents were more satisfied with the FC-CTBL model compared with FC. In the FC-CTBL group, more participants said that the course improved their teamwork skills, analytical skills and their confidence in tackling unfamiliar problems. Residents in the FC-CTBL group also spent significantly less time preparing for class and performed better in the OSCE than those in the FC group. FC-CTBL stimulates residents’ learning motivation, decreases their workload, improves their performance in the OSCE and may help to enhance clinical thinking and teamwork skills. The FC-CTBL approach is a good option for residency training.

Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates (Preprint)

2019 ◽  
Author(s):  
Sahana Jenifer
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Pass Rate ◽  
Medical Community ◽  
Medical College ◽  
Medical Graduates ◽  
Learning Platform ◽  
Team Based Learning ◽  
Post Test ◽  
Flipped Classrooms

BACKGROUND Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education. OBJECTIVE The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India. METHODS In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods. RESULTS In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%. CONCLUSIONS Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.

scholarly journals The impact of COVID-19 pandemic on training and mental health of residents: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eman Alshdaifat ◽  
Amer Sindiani ◽  
Wasim Khasawneh ◽  
Omar Abu-Azzam ◽  
Aref Qarqash ◽  
...  
Keyword(s):  
Mental Health ◽  
Residency Training ◽  
Training Programs ◽  
Cross Sectional Study ◽  
Protective Equipment ◽  
Sectional Study ◽  
Cross Sectional ◽  
Surgical Residents ◽  
Tertiary Center ◽  
The Impact

Abstract Background Residency programs have been impacted by the Coronavirus disease 2019 (COVID-19) pandemic. In this study we aim to investigate and evaluate the impact of the pandemic on residents as well as residency training programs. Methods This was a cross-sectional study including a survey of 43 questions prepared on Google forms and electronically distributed among a convenience sample of residents training at a tertiary center in North Jordan during the COVID-19 pandemic. Data were collected in the period between October 30th and November 8th of 2020. The survey included questions that addressed the impact of the pandemic on residents’ health as well as training programs. The study participants included residents in training at KAUH in 2020 and were stratified according to the type of residency program (surgical residents (SRs) and non-surgical residents (NSRs)). Statistical methods included descriptive analysis, Chi-square or Fisher’s exact test, Mann Whitney U test, and Cramer’s V and r statistics as measures of effect sizes. Results Of all 430 residents, 255 (59%) responded to the survey. A total of 17 (7%) of residents reported being infected with COVID-19 and a significant difference was reported between SRs and NSRs (10% vs 4%, V = .124 “small effect” (95% CI; .017–.229), p = 0.048). Approximately, 106 (42%) reported a decrease in the number of staff working at the clinic and 164 (64%) reported limited access to personal protective equipment during the pandemic. On a 4-point Likert scale for the feeling of anxiety, the median was 2 (2–3 IQR) in the NSRs group, vs 2 (1–2 IQR) in the SRs groups, with the NSRs being more likely to feel anxious (r = 0.13 “small effect” (95% CI; 0.007–0.249), p = .044). Similarly, the proportion of residents who reported feeling anxious about an inadequacy of protective equipment in the work area was significantly greater in the NSRs group (90.3% vs 75.2%; V = .201 “small effect” (95% CI; .078–.313), p = .001), as well as the proportion of residents who reported feeling increased stress and anxiety between colleagues being also significantly higher in the NSRs group (88.1% vs 76%; V = .158 “small effect” (95% CI; .032–.279), p = .012). Conclusion The burden of the ongoing pandemic on the mental health status of residents is very alarming and so providing residents with psychological counseling and support is needed. Also, critical implications on the flow of residency training programs have been noticed. This necessitates adapting and adopting smart educational techniques to compensate for such limitations.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

Long term comparison between flipped classroom and team-based learning on a prosthodontic class

2019 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Correct Answer ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

Impact of Laparoscopy on Training: Are Open Appendectomy and Cholecystectomy on the Brink of Extinction?

2019 ◽  
Vol 85 (7) ◽  
pp. 761-763 ◽  
Author(s):  
Patrick D. Melmer ◽  
Christen Chaconas ◽  
Ryan Taylor ◽  
Elizabeth Verrico ◽  
April Cockcroft ◽  
...  
Keyword(s):  
Residency Training ◽  
Surgical Intervention ◽  
Open Appendectomy ◽  
Surgical Residency ◽  
Acs Nsqip ◽  
Surgical Residents ◽  
Hands On ◽  
Competency Based ◽  
Operative Experience ◽  
Acs Nsqip Database

The operative experience of present-day surgical residency training has evolved as a result of the contributions of laparoscopic surgery. Some traditional open procedures are now more descriptive and less of a familiarity to many general surgery residents (GSRs). The aim of this study was to investigate how open operative experience compares with laparoscopy for GSRs. A retrospective, multicenter, consecutive cohort study of all patients undergoing surgical intervention involving the appendix and gallbladder identified from the ACS-NSQIP database over a 2.5-year period. All GSR postgraduate year-level operative experience was recorded. Of 777 procedures, 13 laparoscopic appendectomy conversions to open (4.3%) by Rocky-Davis (15%) or lower midline (84.6%) incisions were performed versus 285 that remained laparoscopic (95.6%). Fifty (10.4%) open cholecystectomies (38 open + 10 conversions + 2 common bile duct (CBD) exploration), 27 (5.6%) laparoscopic cholecystectomies with cholangiogram, and 402 (83.9%) laparoscopic cholecystectomies were performed. Twenty-nine different GSRs participated in procedures. Eighty-five (10.9%) operations were performed with multi–postgraduate year levels. Surgical residents have an unequal operative experience for case-specific open procedures. A competency-based system to demonstrate a resident's hands-on surgical skills is fundamental to residency training and should be considered for specific types of low-volume open surgical cases.

scholarly journals EFFECTIVENESS OF FLIPPED CLASSROOM ON PRACTICAL SKILLS, ANALYTICAL SKILLS AND CREATIVE SKILLS OF STUDENTS IN MATHEMATICS AT SECONDARY SCHOOL IN INDIA

2021 ◽  
Vol 8 (65) ◽  
pp. 15202-15208
Author(s):  
Monalisa Dash ◽  
Bhujendra Nath Panda
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Practical Skills ◽  
Student Centered ◽  
Initial Exposure ◽  
Instructional Videos ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
K 12 ◽  
The Impact

Flipped classroom is a strategy in which students are given their initial exposure to ideas via instructional videos that they are told to view at home, freeing up in-class time to engage students in other student-centered activities. Although the impact of flipped classroom in higher education has been documented, it is necessary to investigate the impact of flipped classroom in K-12. As a result, a quasi-experimental research on the effectiveness of the flipped classroom strategy in mathematics is being undertaken in a secondary school in India. Flipped classroom has been proven to increase students' practical skills, analytical skills, and creative skills. Keywords: flipped classroom, secondary education, mathematics, K-12 setting, practical skills, analytical skills, creative skills

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