The Flipped-Classroom in Nutrition Intern Clinical Training

Abstract

Abstract Objectives Flipped-classroom has been widely used in various teaching fields in recent years. It is a learner-centered teaching method. The application of the flipped-classroom model in nutrition intern clinical training is not universal. We implemented this teaching approach to the core training courses and evaluate its efficacy, benefit, and outcome. Methods We designed 3 topics of basic clinical course included diabetic, chronic kidney disease, and cancer. The flipped-classroom consisted of e-learning outside of the classroom, followed by an in-class interactive session with problem-based discussion and case-based discussion. Preceptors assisted the discussion process, guided the right direction. Trainees presented their report after discussion. Preceptors gave feedback at the end of each lesson. Finally, trainees and preceptor finished the evaluation of the course, other learners, and preceptors. Results A total of 10 trainees attended the courses. The average score of knowledge, skill, and attitude was 9.01, 8.90, 8.88 respectively from the trainees’ evaluation. Knowledge, skills, and attitudes get A or higher scores from preceptors. The trainees have a very high evaluation of the Flipped-classroom. They believe that Flipped-classroom is interesting, deepens their impression of relevant knowledge, and from the performance of their peers can provide more personal thinking. The preceptors thought the Flipped-classroom as active learning allows students to become the protagonists of teaching activities. Trainees prepared in advance and participate in discussions actively. Many scenarios can be integrated into the process and let teaching have more flexibility. Conclusions Flipped-classroom is an active learning education that guides learners to have a sense of accomplishment at each stage and achieves superior clinical care advantages through excellent education. Funding Sources Nil