Flipped classroom for learning clinical examination

Rodrigo De Lemos Soares Patriota,Guilherme Afonso Ferreira Coelho Silton,Luísa Gonçalves De Frias,Marília Araújo Da Silva,Taciana Barbosa Duque,Suélem Barros De Lorena

doi:10.1590/1981-5271v46.1-20210364.ing

Rodrigo De Lemos Soares Patriota, Guilherme Afonso Ferreira Coelho Silton + Show 4 more

Open Access

https://doi.org/10.1590/1981-5271v46.1-20210364.ing

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Abstract

Abstract: Introduction: Flipped Classroom (FC) is an Active Learning Methodology characterized by the sending of teaching materials to students in advance, so that the classroom moment is entirely dedicated to non-expository activities. The FC was implemented in 2019 for the teaching of Clinical Examination (CE) aimed at undergraduate medical students at a Higher Education Institution in the Northeast region of Brazil. Objective: To analyze the implementation of FC for CE learning compared to the mini-exposure methodology followed by practice. Method: Analysis of educational intervention with historical control over the implementation of the FC methodology carried out in three phases. In the first, the two tutors involved in the implementation or who acted as teachers were evaluated through a semi-structured interview about the FC implementation process and its initial operation. The second consisted in the assessment of 44 medical students, through a Likert questionnaire, on learning with the new methodology. The third consisted in evaluating the grades obtained by 66 students who experienced learning with FC in relation to 142 students who experienced the previous methodology. Result: The evaluated tutors knew little about the methodology before it was implemented and believe that its implementation promoted gains, such as students’ greater dedication to individual study. The initial difficulty arose from the creation of an extensive database of questions for the pre-test, which was carried out at the beginning of the in-person moments. The evaluated students reported being well adapted and agree with the benefits of FC, including: feeling stimulated to study, developing the practice more easily and the presence of pre-tests that help to improve individual study. The results of the comparison of grades showed a significant increase in performance when comparing students who experienced the FC (9,11 - SD 0,45) with those who experienced the previous methodology (8,49 - SD 0,91). Conclusion: The methodology was satisfactorily implemented, promoted gains in learning and optimized the in-person time to be entirely dedicated to practical learning.

Highlights

Flipped Classroom (FC) is an Active Learning Methodology characterized by the sending of teaching materials to students in advance, so that the classroom moment is entirely dedicated to non-expository activities
The methodology was satisfactorily implemented, promoted gains in learning and optimized the in-person time to be entirely dedicated to practical learning
The Flipped Classroom (FC) is one of these methodologies, which promotes a modification in the sequence of the learning process, since the content is learned by the student in advance instead of being taught as an expository lecture in the classroom, through audiovisual and written material

Summary

Introduction

Flipped Classroom (FC) is an Active Learning Methodology characterized by the sending of teaching materials to students in advance, so that the classroom moment is entirely dedicated to non-expository activities. The leading role in learning should be given to the most interested party, which is the student[2] In this context, some more innovative teaching techniques have emerged, more broadly called active methodologies, in which the student becomes more active in the teaching-learning process, with demonstrated effectiveness for the teaching of subjects in high school and higher education environments 3-5. The Flipped Classroom (FC) is one of these methodologies, which promotes a modification in the sequence of the learning process, since the content is learned by the student in advance instead of being taught as an expository lecture in the classroom, through audiovisual and written material. The previously studied content can be shared and evaluated through different ways, such as debates, quizzes, experiments and oral presentations[6,7,8]

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