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Flipping Radiology Education Right Side Up

Authors :
Vikas Agarwal
Pallav Shah
Erin E. O'Connor
Jeffery P. Hogg
Thomas A Zeffiro
Sravanthi Reddy
Jessica G Fried
Petra J. Lewis
Nancy J. McNulty
Source :
Academic Radiology. 23(7):810-822
Publication Year :
2016
Publisher :
Elsevier BV, 2016.

Abstract

Rationale and ObjectivesIn flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions.Materials and MethodsAt three institutions, we alternated flipped learning with traditional didactic lectures during radiology clerkships, with 175 medical students completing a pretest on general diagnostic imaging knowledge to assess baseline cohort comparability. Following instruction, posttests and survey examinations of task value and achievement emotions were administered. Linear mixed effects analysis was used to examine the relationship between test scores and instruction type. Survey responses were modeled using ordinal category logistic regression. Instructor surveys were also collected.ResultsThere were no baseline differences in test scores. Mean posttest minus pretest scores were 10.5% higher in the flipped learning group than in the didactic instruction group (P = 0.013). Assessment of task value and achievement emotions showed greater task value, increased enjoyment, and decreased boredom with flipped learning (all P

Details

ISSN :
10766332
Volume :
23
Issue :
7
Database :
OpenAIRE
Journal :
Academic Radiology
Accession number :
edsair.doi.dedup.....e39af314fbc1e52eb11c93575757e2ca
Full Text :
https://doi.org/10.1016/j.acra.2016.02.011