Article ; Online: Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry.
Medical science educator
2021 Volume 31, Issue 3, Page(s) 1133–1140
Abstract: Introduction: There has been a move to a "flipped classroom" (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in ... ...
| Abstract | Introduction: There has been a move to a "flipped classroom" (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance. Method: The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners-style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. Results: Performance on in-class questions was positively associated with class rank and performance ( Conclusion: Our results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry. Supplementary information: The online version contains supplementary material available at 10.1007/s40670-021-01287-x. |
|---|---|
| Language | English |
| Publishing date | 2021-04-12 |
| Publishing country | United States |
| Document type | Journal Article |
| ISSN | 2156-8650 |
| ISSN (online) | 2156-8650 |
| DOI | 10.1007/s40670-021-01287-x |
| Database | MEDical Literature Analysis and Retrieval System OnLINE |
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