The Flipped Classroom: Addressing the Ultrasound Curriculum Gap in Undergraduate Medical Education

The Flipped Classroom: Addressing the Ultrasound Curriculum Gap in Undergraduate Medical Education Purpose Point-of-care ultrasonography has been shown to improve patient outcomes in a wide array of medical specialties. In response, many medical schools have added ultrasonography into their standard curriculum, while others note the additional time and cost of these courses are barriers to their implementation. The purpose of this study was to evaluate the implementation of a new medical school ultrasound curriculum using the flipped classroom model with the primary aim to assess students’ adoption of the flipped classroom model and their perception of the educational benefit of this ultrasound curriculum design. Method One hundred seventy-nine first year medical students were given access to online ultrasound resources to review prior to five, 1-h, hands-on scanning sessions. After the course concluded, student perception of the flipped classroom design was obtained. Results On average, 84% of students reviewed the material prior to each session. Student satisfaction with this curriculum design was positive, with the most favorable response occurring when replying to, BThis activity was preferable to the traditional lecture format.^ Conclusion Our study demonstrates that the flipped classroom model is an effective and preferable way to expand undergraduate medical education to include ultrasonography without adding to an already full lecture burden. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

The Flipped Classroom: Addressing the Ultrasound Curriculum Gap in Undergraduate Medical Education

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Publisher
Springer US
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-018-0539-0
Publisher site
See Article on Publisher Site

Abstract

Purpose Point-of-care ultrasonography has been shown to improve patient outcomes in a wide array of medical specialties. In response, many medical schools have added ultrasonography into their standard curriculum, while others note the additional time and cost of these courses are barriers to their implementation. The purpose of this study was to evaluate the implementation of a new medical school ultrasound curriculum using the flipped classroom model with the primary aim to assess students’ adoption of the flipped classroom model and their perception of the educational benefit of this ultrasound curriculum design. Method One hundred seventy-nine first year medical students were given access to online ultrasound resources to review prior to five, 1-h, hands-on scanning sessions. After the course concluded, student perception of the flipped classroom design was obtained. Results On average, 84% of students reviewed the material prior to each session. Student satisfaction with this curriculum design was positive, with the most favorable response occurring when replying to, BThis activity was preferable to the traditional lecture format.^ Conclusion Our study demonstrates that the flipped classroom model is an effective and preferable way to expand undergraduate medical education to include ultrasonography without adding to an already full lecture burden.

Journal

Medical Science EducatorSpringer Journals

Published: Feb 2, 2018

References

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