The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department
Objective The effectiveness of lecture-based (LB) formats for residency education has recently been challenged as the gold standard. Studies suggest a flipped classroom (FC) lecture improves resident satisfaction, but evidence that showing improved knowledge acquisition is lacking. To determine whet...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-08-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205231193283 |
| _version_ | 1797751865143721984 |
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| author | Elizebeth Dubey James H. Paxton Laura Smylie Robert D. Welch Anne Messman |
| author_facet | Elizebeth Dubey James H. Paxton Laura Smylie Robert D. Welch Anne Messman |
| author_sort | Elizebeth Dubey |
| collection | DOAJ |
| description | Objective The effectiveness of lecture-based (LB) formats for residency education has recently been challenged as the gold standard. Studies suggest a flipped classroom (FC) lecture improves resident satisfaction, but evidence that showing improved knowledge acquisition is lacking. To determine whether the flipped classroom model improves knowledge acquisition compared to traditional LB model. Methods Emergency medicine resident physicians at 2 academic programs were included in December 2019; at Sinai-Grace Hospital, a traditional lecture was the teaching method and at Detroit Receiving Hospital, FC was utilized. Residents completed prelecture and postlecture content tests. The primary outcome was change in test results (pretest to post-test). A noninferiority design comparing the changes between intervention and control groups was utilized (1-sided t-test, noninferiority margin of −0.5; 1-sided alpha = 0.05). Results Results were available for 31 residents (17 controls and 14 interventions) out of 83 enrolled. There were 14 postgraduate year 1 (PGY-1), 9 PGY-2, and 8 PGY-3 residents. The mean difference in score was +0.71 (SD 1.38) and +0.77 (SD 1.48) for the FC and LB groups, respectively. This resulted in a mean difference between groups of −0.05 (lower bound of the upper 95% confidence interval −0.93 and therefore crossing the noninferiority margin of −0.05; P = .20). Conclusions This study of resident education at 2 training programs was unable to demonstrate noninferiority of an FC format compared to standard lecture. Surprisingly, there was little improvement in test results after both teaching formats. Larger studies are needed to power results. |
| first_indexed | 2024-03-12T16:54:50Z |
| format | Article |
| id | doaj.art-98a3ea1a6dda46039d394be7601d492a |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-03-12T16:54:50Z |
| publishDate | 2023-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-98a3ea1a6dda46039d394be7601d492a2023-08-08T08:33:20ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052023-08-011010.1177/23821205231193283The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency DepartmentElizebeth DubeyJames H. PaxtonLaura SmylieRobert D. WelchAnne MessmanObjective The effectiveness of lecture-based (LB) formats for residency education has recently been challenged as the gold standard. Studies suggest a flipped classroom (FC) lecture improves resident satisfaction, but evidence that showing improved knowledge acquisition is lacking. To determine whether the flipped classroom model improves knowledge acquisition compared to traditional LB model. Methods Emergency medicine resident physicians at 2 academic programs were included in December 2019; at Sinai-Grace Hospital, a traditional lecture was the teaching method and at Detroit Receiving Hospital, FC was utilized. Residents completed prelecture and postlecture content tests. The primary outcome was change in test results (pretest to post-test). A noninferiority design comparing the changes between intervention and control groups was utilized (1-sided t-test, noninferiority margin of −0.5; 1-sided alpha = 0.05). Results Results were available for 31 residents (17 controls and 14 interventions) out of 83 enrolled. There were 14 postgraduate year 1 (PGY-1), 9 PGY-2, and 8 PGY-3 residents. The mean difference in score was +0.71 (SD 1.38) and +0.77 (SD 1.48) for the FC and LB groups, respectively. This resulted in a mean difference between groups of −0.05 (lower bound of the upper 95% confidence interval −0.93 and therefore crossing the noninferiority margin of −0.05; P = .20). Conclusions This study of resident education at 2 training programs was unable to demonstrate noninferiority of an FC format compared to standard lecture. Surprisingly, there was little improvement in test results after both teaching formats. Larger studies are needed to power results.https://doi.org/10.1177/23821205231193283 |
| spellingShingle | Elizebeth Dubey James H. Paxton Laura Smylie Robert D. Welch Anne Messman The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department Journal of Medical Education and Curricular Development |
| title | The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department |
| title_full | The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department |
| title_fullStr | The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department |
| title_full_unstemmed | The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department |
| title_short | The Effect of a Flipped Classroom Learning Model Versus Traditional Lecture Model on Resident's Knowledge Acquisition for Atraumatic Back Pain in the Emergency Department |
| title_sort | effect of a flipped classroom learning model versus traditional lecture model on resident s knowledge acquisition for atraumatic back pain in the emergency department |
| url | https://doi.org/10.1177/23821205231193283 |
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