Effectiveness of the Surgery Core Clerkship Flipped Classroom: a prospective cohort trial

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• 作者：Cara A. Liebert ; M.D.^a ; ^{cara.liebert@stanford.edu" class="auth_mail" title="E-mail the corresponding author} ; Dana T. Lin ; M.D.^a ; Laura M. Mazer ; M.D. ; M.S.^a ; ^b ; Sylvia Bereknyei ; Dr.P.H.^a ; ^c ; James N. Lau ; M.D. ; F.A.C.S.^a
• 关键词：Flipped classroom ; Medical student ; Surgery ; Clerkship
• 刊名：The American Journal of Surgery
• 出版年：2016
• 出版时间：February 2016
• 年：2016
• 卷：211
• 期：2
• 页码：451-457.e1
• 全文大小：990 K

文摘

The flipped classroom has been proposed as an alternative curricular approach to traditional didactic lectures but has not been previously applied to a surgery clerkship.

Methods

A 1-year prospective cohort of students (n = 89) enrolled in the surgery clerkship was taught using a flipped classroom approach. A historical cohort of students (n = 92) taught with a traditional lecture curriculum was used for comparison. Pretest and post-test performance, end-of-clerkship surveys, and National Board of Medical Examiners (NBME) scores were analyzed to assess effectiveness.

Results

Mean pretest and post-test scores increased across all modules (P < .001). There was no difference between mean NBME examination score in the prospective and historical cohorts (74.75 vs 75.74, P = .28). Mean ratings of career interest in surgery increased after curriculum completion (4.75 to 6.50, P < .001), with 90% reporting that the flipped classroom contributed to this increase.

Conclusions

Implementation of a flipped classroom in the surgery clerkship is feasible and results in high learner satisfaction, effective knowledge acquisition, and increased career interest in surgery with noninferior NBME performance.