CLICK TO GO BACK TO KIOSK MENU “Flipping the Classroom”: Educational Delivery Model Changes in an Emergency Medicine Clerkship Karademos JE1, Damle UJ1, Le IA2, Chandra S12, Piela N12 1Thomas Jefferson University Hospital, 2Sidney Kimmel Medical College BACKGROUND Click links below to navigate to slides The emergency medicine clerkship traditionally consists of clinical patient experience and weekly didactics. With some schools adopting a blended learning model, little research has been done on its effectiveness in emergency medicine education. Starting in the 2016-2017 academic year, the emergency medicine clerkship at Sidney Kimmel Medical College adopted a blended curriculum, with flipped classroom activities (group learning, skills sessions, and multimedia lessons) replacing traditional didactic lectures. Introduction Methods Results Results Conclusions OBJECTIVES The aim of the study is to determine whether such curriculum changes resulted in improvement in students’ knowledge acquisition and satisfaction. CLICK TO GO BACK TO KIOSK MENU

Click links below to navigate to slides METHODS The study compared student knowledge and satisfaction over a period of two academic years: 2015-2016 (traditional curriculum) and 2016-2017 (blended curriculum). Over the study period, each student completed an identical 50 question examination at the end of their 4 week clerkship as well as a mandatory clerkship survey sent by the Dean’s office. The survey assessed the value of lectures on a Likert Scale of 1 (Strongly Disagree) to 7 (Strongly Agree) and the overall course impression rated from Weak to Outstanding on a 10 point scale. Results were reported as means with standard deviations and analyzed using an independent-samples t-test and analysis of variance. Click links below to navigate to slides Introduction Methods Results Results Conclusions Sample Student Survey Click pages to enlarge Page 1 Page 2

RESULTS Examination Score vs Curriculum Click links below to navigate to slides Examination Score vs Curriculum Introduction Results from Student Examinations   2015/2016 (n=76) 2016/2017 (n=103) Mean (%) +/-SD p-value Scores 79.18 +/- 6.55 79.92 +/- 6.96 0.4730 Methods Key: Quantile Mean Results 95 Results 90 Conclusions Examination Score (%) 85 80 75 Results from Student Surveys   2015/2016 (n=38) 2016/2017 (n=84) Mean (%) p-value Conferences 93.3 97.1 0.396 Lectures 97.5 0.913 Career Goals 100 -- Overall 87.9 84.0 0.0695 70 65 60 55 Traditional 2015/2016 Blended 2016/2017 Curriculum

RESULTS STRAIGHT FROM THE SOURCE: STUDENTS’ RESPONSES Introduction Click links below to navigate to slides Introduction Strength “Didactics exceeded other clerkships with SIM lab and flipped classroom” “Small group sessions were very helpful for learning” “Friday didactics were excellent especially the SIMs and blackout sessions…ICE modules are on the whole very good” “Friday clerkship didactics were very well planned and conducted, the skills sessions were interesting and interactive! These were the best didactics of any rotation I've taken!” “The Friday morning discussions and afternoon sessions were probably the most well done formal teaching of any block I've had” “I enjoyed the hands on experience and non-lecture format even though the day was a tad too long” Methods Results Results Conclusions STRENGTHS WEAKNESSES Weakness “Large rotating student body, difficult to be able to participate in case modules “ICE modules were a bit uneven but that is to be expected since they are new“ “Too much material to cover on ICE modules”

Click links below to navigate to slides CONCLUSIONS A blended curriculum did not result in a significant change in students’ knowledge acquisition based on examination scores. While there were small absolute improvements in student satisfaction with didactics, these were not statistically significant and overall course satisfaction did not improve. Although we believe educational innovation is important for medical school curricula, this study shows that the flipped classroom may not impact grades or satisfaction. Further studies are necessary. Click links below to navigate to slides Introduction Methods Results Results Conclusions REFERENCES 1. Armstrong P, Elliott T, Ronald J, Paterson B. Comparison of traditional and interactive teaching methods in a UK emergency department. Eur J Emerg Med. 2009 Dec;16(6):327-9. PubMed PMID: 19421067. 2. Spedding R, Jenner R, Potier K, Mackway-Jones K, Carley S. Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment. Eur J Emerg Med. 2013 Apr;20(2):98-102. PubMed PMID: 22415016.

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