Abstract
BackgroundCurriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students’ experience.MethodsEducational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course.ResultsThe online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.ConclusionsFlipped classroom curricula can save time and help improving the on-site experience in practical courses especially in smaller surgical disciplines. The acceptance of digital learning is high, and most students rely on handouts for learning ORL, emphasizing the need for guidance by the teacher e.g. through electronic learning. Our results underline the high potential of FC to address teaching challenges for smaller medical disciplines with limited teaching time like ORL.
Highlights
Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging
While electronic learning (e-learning) approaches have become popular in teaching, face-to-face learning environments are still most commonly used in undergraduate medical education
Based on Prober and Khan’s suggestions for introducing structured e-learning programs and the flipped-classed principle into undergraduate medical education, we have developed a novel framework curriculum based on the development of an online platform that runs in conjunction with our practical ORL course [1, 13]
Summary
Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. We demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students’ experience. While electronic learning (e-learning) approaches have become popular in teaching, face-to-face learning environments are still most commonly used in undergraduate medical education. Within undergraduate medical education curricula worldwide, ORL topics are usually considered low priority and have limited teaching hours leading to short exposure periods to this subject [2–5]. By including the special equipment and examinations that are required in ORL clinics, only a small portion of students feel prepared for common clinical ORL conditions [6]
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