Featured Articles

Featured Articles

Viren Kaul, MD

Blogger:
Viren Kaul, MD
Twitter handle @virenkaul

About the blogger: 
Viren Kaul is a Pulmonary & Critical Care Medicine Fellow at Mount Sinai School of Medicine / Elmhurst Hospital Center. His research interests include medical education, sepsis and palliative care in the critically ill. His focus in medical education is on simulation based performance improvement and inter-professional education.

Citation: 
Kristen Dawn Jones-Bonofiglio, Timothy Willett & Stella Ng (2017): An evaluation of flipped e-learning experiences, Medical Teacher, DOI: 10.1080/0142159X.2017.1417577

Link:  http://www.tandfonline.com/doi/abs/10.1080/0142159X.2017.1417577?journalCode=imte20

Article:  An evaluation of flipped e-learning experiences

Summary: 
Flipped classroom or reverse instruction method of teaching has been demonstrated to improve learner experience and achievement in various non-medical and medical specialties as well as contexts such as undergraduate, graduate and continuing education. Attending continuing professional development courses (CPD) is fraught with barriers for busy medical professionals including costs and technological challenges. The authors aimed to develop, implement and evaluate (using a case study methodology) an online and flipped classroom CPD course with the goal of mitigating challenges presented by traditional and in-person CPD courses. The article describes the attributes, interventions, process and user experience of this e-learning initiative built to deliver CPD for simulation research. This makes for a immersive read for health care professionals interested in building a vigorous and effective e-learning CPD module. The authors also describe how they were able to improve the learner experience by seeking and providing enduring feedback to learners, introduce changes at subsequent sessions and test the change subsequently.

Why this article:
This article would be of interest to readers involved in using the flipped classroom teaching effectively online and those evaluating evidence supporting use of flipped classroom pedagogy for continuous professional development of healthcare professionals. The authors have described components of this e-learning model in detail, which is considered decidedly important for publications regarding e-learning. This detailed description will allow readers to be able to understand, replicate and implement such interventions. The authors elucidate the importance of ongoing and robust feedback as well as management of learner expectations in developing a successful e-learning flipped classroom course.

Last Reviewed: January 2018