Flipped classroom applied to Neurosurgery in undergraduate medical education
Abstract Purpose To compare the academic achievement obtained in Neurosurgery in a class of undergraduate students according to the pedagogical methodology employed: flipped classroom (FC) versus traditional lecture. Students’ satisfaction with the FC model is also analyzed. Methods A quasi-experime...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04158-8 |
| _version_ | 1827983818683842560 |
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| author | R Gutiérrez-González A Zamarron A Royuela G Rodriguez-Boto |
| author_facet | R Gutiérrez-González A Zamarron A Royuela G Rodriguez-Boto |
| author_sort | R Gutiérrez-González |
| collection | DOAJ |
| description | Abstract Purpose To compare the academic achievement obtained in Neurosurgery in a class of undergraduate students according to the pedagogical methodology employed: flipped classroom (FC) versus traditional lecture. Students’ satisfaction with the FC model is also analyzed. Methods A quasi-experimental study was designed. The traditional lecture was the pedagogical method employed in teaching units (TUs) 1, 2, and 3 (61, 60, and 66 enrolled students, respectively), whereas TU 4 (69 enrolled students) used the FC methodology. Results The dropout rate was lower, whereas the academic achievement and the rate of correct answers were higher in TU 4 compared to the rest of the TUs, but these results were not statistically significant. However, the mean score obtained in Neurosurgery was significantly higher in TU 4 compared to the rest of the TUs (p = 0.042). Active learning activities based on clinical cases were positively emphasized. The main weakness was with the time consumed for video-recorded lecture viewing. Conclusions The FC approach showed better academic results than traditional lectures when comparing students in the same Medical School during the same academic year undergoing the same exam. The students rated the FC approach positively, considering it stimulating and useful for learning. |
| first_indexed | 2024-04-09T22:52:14Z |
| format | Article |
| id | doaj.art-e1a33c035c034f6fbd3a84de4ec3e60f |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-09T22:52:14Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-e1a33c035c034f6fbd3a84de4ec3e60f2023-03-22T11:36:40ZengBMCBMC Medical Education1472-69202023-03-0123111010.1186/s12909-023-04158-8Flipped classroom applied to Neurosurgery in undergraduate medical educationR Gutiérrez-González0A Zamarron1A Royuela2G Rodriguez-Boto3Department of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISADepartment of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISABiostatistics Unit Puerta de Hierro University Hospital - IDIPHISA, CIBERESPDepartment of Surgery, Faculty of Medicine, Autonomous University of MadridAbstract Purpose To compare the academic achievement obtained in Neurosurgery in a class of undergraduate students according to the pedagogical methodology employed: flipped classroom (FC) versus traditional lecture. Students’ satisfaction with the FC model is also analyzed. Methods A quasi-experimental study was designed. The traditional lecture was the pedagogical method employed in teaching units (TUs) 1, 2, and 3 (61, 60, and 66 enrolled students, respectively), whereas TU 4 (69 enrolled students) used the FC methodology. Results The dropout rate was lower, whereas the academic achievement and the rate of correct answers were higher in TU 4 compared to the rest of the TUs, but these results were not statistically significant. However, the mean score obtained in Neurosurgery was significantly higher in TU 4 compared to the rest of the TUs (p = 0.042). Active learning activities based on clinical cases were positively emphasized. The main weakness was with the time consumed for video-recorded lecture viewing. Conclusions The FC approach showed better academic results than traditional lectures when comparing students in the same Medical School during the same academic year undergoing the same exam. The students rated the FC approach positively, considering it stimulating and useful for learning.https://doi.org/10.1186/s12909-023-04158-8Active learningFlipped classroomFormative assessmentGamificationProblem-based learning |
| spellingShingle | R Gutiérrez-González A Zamarron A Royuela G Rodriguez-Boto Flipped classroom applied to Neurosurgery in undergraduate medical education BMC Medical Education Active learning Flipped classroom Formative assessment Gamification Problem-based learning |
| title | Flipped classroom applied to Neurosurgery in undergraduate medical education |
| title_full | Flipped classroom applied to Neurosurgery in undergraduate medical education |
| title_fullStr | Flipped classroom applied to Neurosurgery in undergraduate medical education |
| title_full_unstemmed | Flipped classroom applied to Neurosurgery in undergraduate medical education |
| title_short | Flipped classroom applied to Neurosurgery in undergraduate medical education |
| title_sort | flipped classroom applied to neurosurgery in undergraduate medical education |
| topic | Active learning Flipped classroom Formative assessment Gamification Problem-based learning |
| url | https://doi.org/10.1186/s12909-023-04158-8 |
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