Teaching Evidence-based Medicine to undergraduate medical students: A cluster-randomized non-inferiority trial in times of COVID-19 comparing a blended learning to a flipped classroom approach

This is a retrospective study registration of an educational study. A cluster-randomized non-inferiority trial was conducted comparing a Flipped Classroom (FC) approach to a Blended Learning (BL) approach for teaching Evidence-based Medicine (EBM) to undergraduate medical students. Four curricular seminars with an average of twenty students were included. Two seminars were conducted following the FC approach and two following the BL approach. Primary endpoint was the increase of knowledge measured by comparable knowledge tests. To investigate student’s perception and acceptance, additional structured evaluations were collected. The study was conducted from February to May 2020.