DE06 Application of the virtual flipped classroom as low-fidelity simulation in dermatology undergraduate education

Abstract

Abstract Since the COVID-19 pandemic, the zeitgeist of teaching has evolved with virtual platforms becoming increasingly popular among both learners and institutions. Educators have had to adapt delivery methodologies to this constantly evolving digital landscape. The flipped classroom methodology is a methodology whereby learners receive information prior to the class. This enables learners to process information, increasing time for higher-level learning and problem-solving during session time. A previous scoping review demonstrated that this methodology has rarely been employed in dermatology teaching. We aimed to evaluate integration of a flipped classroom approach within a digital undergraduate setting, specifically assessing the impact on self-directed learning and written skills. Sessions involved the provision of three ready-made dermatology clinical cases, steeped in realism via inclusion of simulated referral letters, recording of patient actor histories and photographs of rashes. Students were instructed to document, request tests and prescribe as if they were a doctor, in their own time, and send requests to the educator. In total, 115 third-year medical students rotated through dermatology and were emailed online evaluation forms. Consent was sought prior to completion of the questionnaire. Sixty-three students responded. Ninety-seven per cent undertook the required prework. Ninety per cent of students felt motivated to undertake the prework, with 87.3% agreeing that the prework was an effective use of their time. Students agreed that their problem-solving skills (90.5%), analytic skills (90.5%), written skills (77.8%), self-directed learning ability (87.3%) and ability to communicate dermatology diagnoses (93.7%) improved. The session was received well by the students, as 94.9% agreed that the session was enjoyable and preferential to lecture-based material (82.5%). Qualitative data included themes of novelty, ability to visualize oneself as a doctor and intrinsic motivation. The flipped classroom methodology is rarely used within dermatology medical student teaching. This methodology was well received by students, and benefits included the development of independent learning and essential written skills. This format of a flipped classroom approach may provide benefits for professional identity formation in the context of digital environments that otherwise seem unrealistic to undergraduates.