Figure 1: Comparison of the two teaching concepts
Left: Traditional teaching concept. Two on-site phases of four full clock hours each were held. A clinical case with corresponding questions and tasks was handed out in paper form in each of the 2 four-hour courses. After an around one-hour preparatory phase, the tasks were addressed jointly, for example in discussion groups or by student presentations. Tuition was mainly in the form of lecturer-centred instruction. In a subsequent online phase the students received on the one hand the preparatory materials of the IC group (i.e. after the seminar), and on the other the official evaluation sheet of the Medical Faculty in Ulm. The official biochemistry exam was held at the end of the semester. The on-site phase 0 was not carried out for the traditional teaching concept because 1. the traditional conditions were not to be changed, and 2. this was not necessary since the students did not have to be prepared for a self-learning phase.
Right: Inverted Classroom teaching concept. The course was initiated by an e-mail inviting the students in the IC group to an on-site phase 0 with a brief explanation. A 45-minute introductory event (on-site phase 0) thus took place 1.5 weeks before on-site phase I. During this event, the students were presented with last year’s evaluation results for the integrated seminar as well as the goals of the new conception of the course. The organisational procedure for the seminar was then explained. What’s more, a formative, written and anonymised knowledge test was held with MC questions and case-based questions (see Attachment 1, Knowledge test). This was followed by self-learning phase I. The students were given exact work instructions for the self-learning phase. The students were asked to study a teaching film including self-learning control tasks in self-learning phase I. The complete group were told to watch a documentary film on Osteogenesis imperfecta. On-site phase I lasted for a total of four full clock hours (see Attacment 1). Osteogenesis imperfecta (OI) was discussed as a clinical symptom. Communication in a team was also trained in a group work phase and communication in an oral exam with feedback in an exam simulation (please refer to the Attachment 1 for exemplary work assignments from on-site phases I and II) in on-site phase I. Self-learning phase II was carried out similar to self-learning phase I, except that the students were allowed to watch two teaching films and two documentary films about Ehlers-Danlos syndrome and scurvy. On-site phase II was carried out similar to on-site phase I, whereby this unit concentrated on communication with peers and laymen (see Attachment 1). The knowledge test was held again at the end of the seminar and the evaluation sheet handed out for the course and teaching videos. In a subsequent online phase the students received the official evaluation sheet of the Medical Faculty in Ulm. An e-mail survey was carried out with the IC group. The official biochemistry exam was held at the end of the semester.