The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions

Publication date: Available online 2 July 2016
Source:The Journal of Emergency Medicine
Author(s): Emily Rose, Ilene Claudius, Ramin Tabatabai, Liza Kearl, Solomon Behar, Paul Jhun
BackgroundUtilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material.ObjectivesWe created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session.MethodsLectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2–6 per 5–15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h.ResultsResidents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest.ConclusionAn online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics.



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