Rationale and Objectives
Among methods of “blended learning” (ie, combining online modules with in-class instruction),
the “flipped classroom” involves student preclass review of material while reserving
class time for interactive knowledge application. We integrated blended learning methodology
in a “flipped” introductory clerkship in radiology, and assessed the impact of this
approach on the student educational experience (performance and perception).
Materials and Methods
In preparation for the “flipped clerkship,” radiology faculty and residents created
e-learning modules that were uploaded to an open-source website. The clerkship's 101
rising third-year medical students were exposed to different teaching methods during
the course, such as blended learning, traditional lecture learning, and independent
learning. Students completed precourse and postcourse knowledge assessments and surveys.
Results
Student knowledge improved overall as a result of taking the course. Blended learning
achieved greater pretest to post-test improvement of high statistical significance
(P value, .0060) compared to lecture learning alone. Blended learning also achieved
greater pretest to post-test improvement of borderline statistical significance (P value, .0855) in comparison to independent learning alone. The difference in effectiveness
of independent learning versus lecture learning was not statistically significant
(P value, .2730). Student perceptions of the online modules used in blended learning
portions of the course were very positive. They specifically enjoyed the self-paced
interactivity and the ability to return to the modules in the future.
Conclusions
Blended learning can be successfully applied to the introductory clerkship in radiology.
This teaching method offers educators an innovative and efficient approach to medical
student education in radiology.
Key Words
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Article info
Publication history
Published online: January 13, 2015
Accepted:
November 4,
2014
Received:
August 13,
2014
Footnotes
There was no grant funding for this research.
Identification
Copyright
© 2015 AUR. Published by Elsevier Inc. All rights reserved.
