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Emerg Med Australas. 2015 Oct;27(5):453-9. doi: 10.1111/1742-6723.12454. Epub 2015 Jul 31.

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

Author information

1
Department of Emergency Medicine, Middlemore Hospital, Counties Manukau Health, Auckland, New Zealand.
2
Department of Surgery, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.

Abstract

OBJECTIVE:

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine.

METHODS:

Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey.

RESULTS:

Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities.

CONCLUSION:

The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching.

KEYWORDS:

education; emergency medicine; flipped classroom

PMID:
26235786
DOI:
10.1111/1742-6723.12454
[Indexed for MEDLINE]

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