gms | German Medical Science

Introduction: In flipped classroom models of medical education, students are assigned, prior to the session, to online, self-regulated learning of facts and concepts using videos, podcasts and lectures on LMS (Learning Management Systems) [1], [2]. The scheduled session is used for application of recently assimilated knowledge using interactive teaching formats [1], [2], that should not only facilitate recall of the previously learned content, but also be applicable and relevant to the clinical session and student assessment [3].

Objectives: A voluntary flipped classroom curriculum was implemented and evaluated.

Materials & Methods: We introduced a flipped-classroom model (FlipOrtho) in orthopedic education in summer semester 2016, using a case-based learning strategy to assigned online teaching material. Learning activity prior to the class was supported by online quizzes. Student-centered exercises enhanced the learning experience. Each session included "pair & share" activities, open questions and interactive student discussions. These provided immediate feedback to and from the instructor. Microlectures offered new material and reinforced student learning.

Students assigned to the new course (n=61) were compared to a traditionally taught cohort (n=65) regarding satisfaction with the course and perceived gain of knowledge with questions using a seven-point Likert scale.

Using five-point Likert scales, students of the new course completed a 15-item survey concerning: satisfaction with the course, usefulness of the course, achievement of learning objectives with the online- and class-activity and desire for future expansion.

Results: Students' satisfaction was comparable between the two cohorts as was perceived gain of knowledge. Students completing the novel course showed good satisfaction (Median = 4; scale 1-5), found the course useful, achieved the learning objectives and voted for a future expansion.

Conclusion: The novel course was comparable to traditional teaching in student satisfaction and success albeit requiring lesser time in classroom and offering greater student flexibility. Future studies are needed to assess objective effects on knowledge and skills.