Abstract
BackgroundThe availability and popularity of laptops, tablet PCs and smartphones in private and work environments offers considerable potential for reasonably integrating blended learning formats into structured medical learning environments. The promising educational principle of the flipped classroom (FC) provides the opportunity to effectively combine e-learning and face-to-face teaching within a single framework. However, similar to most blended learning formats, the FC requires a solid groundwork of structured digitized learning content. As rearranging a whole curriculum is intense and time consuming, physicians occupied simultaneously in clinical practice and teaching may be confronted with a lack of time during this process.MethodsWe developed two straightforward approaches to transforming a pre-existing, lecture-based otolaryngology curriculum into interactive videos within a Moodle learning management system. Special attention was given to reducing individual working time for medical professionals. Thus, while one approach was mainly guided by a medical professional to control the content-related quality of video processing, we investigated an alternative approach outsourcing work to a technician. Afterwards, the working time was analysed and compared. The resulting videos were revised with the H5P plugin for moodle to adjust the content where necessary.ResultsWe identified a fast-track approach for creating structured e-learning content suitable for flipped-classroom-based lectures, other blended learning formats, or even providing a whole curriculum online. The alternative approach significantly reduced working time for medical professionals but did not impair the content-related quality significantly.ConclusionsThe use of H5P interactive tools via Moodle LMS provides a major procedural benefit by allowing the easy adjustment of pre-existing video material into suitable online content. Reasonably outsourcing work to technicians can significantly reduce the working time of medical professionals without decreasing the quality of learning content. The presented workflow can be used as a flexible approach for flipped classroom frameworks or other blended learning strategies where interactive videos are applicable.
Highlights
The availability and popularity of laptops, tablet PCs and smartphones in private and work environments offers considerable potential for reasonably integrating blended learning formats into structured medical learning environments
If the ground level state is a classical, lecture-based curriculum, like it was in our case, this demand may force the teacher to start from scratch requiring technical expertise, resources and time as well as possibly impairing cost-effectiveness [17]. To address this problem, which is beyond the scope of most publications, we present a novel strategy for a fasttrack transformation of a lecture-based curriculum into a flexible, flipped classroom-supported framework within a Moodle learning management system (LMS) accompanied by a detailed documentation and analysis of working time and content
While in Path A the screening and sorting of video material was performed by a physician, cutting into video chunks was performed by a technician
Summary
The availability and popularity of laptops, tablet PCs and smartphones in private and work environments offers considerable potential for reasonably integrating blended learning formats into structured medical learning environments. The student-centred educational principle of the flipped classroom (FC) is a promising model for medical education and has already been established for a broad range of medical education subjects [3,4,5,6,7,8]. In this context, students autonomously prepare by learning basic knowledge on the basis of videos, quizzes, etc., at home, and they subsequently meet with the lecturer to gain deeper insights and participate in problem-solving exercises [1, 4, 6, 9, 10]. A recent meta-analysis showed a risk of bias in 36 of 37 included articles [13]
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