Advertisement

“Flipping” the Introductory Clerkship in Radiology

Impact on Medical Student Performance and Perceptions
Published:January 13, 2015DOI:https://doi.org/10.1016/j.acra.2014.11.003

      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

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Academic Radiology
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Mehta N.B.
        • Hull A.L.
        • Young J.B.
        • et al.
        Just imagine: new paradigms for medical education.
        Academic Medicine. 2013; 88: 1418-1423
        • Makhdoom N.
        • Khoshhal K.I.
        • Algaidi S.
        • et al.
        ‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study.
        Journal of Taibah University Medical Sciences. 2013; 8: 12-17
      1. Sharma N, Lau CS, Doherty, I, et al. How we flipped the medical classroom. Medical Teacher. Posted online on June 17, 2014. (doi:10.3109/0142159X.2014.923821)

        • Bliuc A.M.
        • Goodyear P.
        • Ellis R.A.
        Research focus and methodological choices in studies into students' experiences of blended learning in higher education.
        Internet and Higher Education. 2007; 10: 231-244
        • Ruiz J.G.
        • Mintzer M.J.
        • Leipzig R.M.
        The impact of e-learning in medical education.
        Academic Medicine. 2006; 81: 207-212
        • Slanetz P.J.
        • Kung J.
        • Eisenberg R.L.
        Teaching radiology in the millennial era.
        Academic Radiology. 2013; 20: 387-389
        • Khogali S.E.O.
        • Davies D.A.
        • Donnan P.T.
        • et al.
        Integration of e-learning resources into a medical school curriculum.
        Medical Teacher. 2011; 33: 311-318
        • Kennedy C.
        Method of the month–the flipped classroom.
        MedEdWorld. 2014; (Available from:)
        • Lewis P.J.
        • Shaffer K.
        Developing a national medical student curriculum in radiology.
        J Am CollRadiol. 2005; Jan; 2: 8-11
        • Prober C.G.
        • Heath C.
        Lecture halls without lectures—a proposal for medical education.
        New England Journal of Medicine. 2012; 366: 1657-1659
        • McLaughlin J.E.
        • Roth M.T.
        • Glatt D.M.
        • et al.
        The flipped classroom: a course redesign to foster learning and engagement in a health professions school.
        Academic Medicine. 2014; 89: 236-243
        • Prober C.G.
        • Khan S.
        Medical education reimagined: a call to action.
        Academic Medicine. 2013; 88: 1407-1410
        • Lewis K.O.
        • Cidon M.J.
        • Seto T.L.
        • et al.
        Leveraging e-learning in medical education.
        Current Problems in Pediatric and Adolescent Health Care. 2014; 44: 150-163
        • Thakore H.
        • McMahon T.
        Virtually there: e-learning in medical education.
        Clinical Teacher. 2006; 3: 225-228
        • Naeger D.M.
        • Straus C.M.
        • Phelps A.
        • et al.
        Student-created independent learning modules: an easy high-value addition to radiology clerkships.
        Academic Radiology. 2014; 21: 879-887