Accepted Type
Facilitated and Dedicated Poster
Code
LP17 - 05
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Student
Affiliation
Considered for Poster
yes
Title
A Flipped Classroom Approach to Teaching Medical Students a Clinical Approach to Precocious and Delayed Puberty
Length of Presentation
Background/Purpose
Although 'flipped classroom' educational approaches have shown promise, there has been relatively little formal investigation of their effectiveness in the pediatric context. We investigated the effectiveness of an online interactive module to supplement a clinical case-laden education session, compared with a traditional didactic format in teaching medical students a clinical approach to children presenting with early or late puberty.
Methods
127 third and fourth-year clinical clerks at an Ontario medical school participated during their core pediatrics rotation. The control group (n=60) read a review article and then attended a traditional didactic session. The experimental group (n=67) completed an online interactive module before attending an interactive clinical case-based learning session about children with early or delayed puberty. Both groups completed 3 validated knowledge tests: a pre-test, a post-test, and a 3-month post-test. ANOVAs were run to detect differences between the 3 times and different conditions.
Results
ANOVAs showed no significant differences between the pre and post-conditions. However, the flipped classroom condition had a significantly higher aggregate score (F=20.29; df=1, 98; p>0.0001; d=0.92; large effect size) at the 3-month post-test time (m=8.41) than the control group (m=7.47). This corresponds to a large effect-size.
Conclusion
Our findings suggest that a flipped-classroom approach, although initially statistically indistinguishable in knowledge retention from the didactic control group, in the long term yields a higher level of knowledge retention and enduring learning. We propose that a flipped classroom therefore be considered for more types of learning situations where enduring learning is the goal of instruction.
Keyword 1
Flipped classroom
Keyword 2
Pediatrics
Keyword 3
Enduring Learning
Level of Training
Undergraduate
Abstract Themes
Undergraduate
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Inter-professional Education
Additional Theme (Third Choice)
Postgraduate
Authors
Presenter
Elisa Christinck
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
