ArticleBMC medical education2015
Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.
Article in BMC medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers, 1 of them a synthesis that pooled it.
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Who cites it
22 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains.Frontiers in public health · 2022Pooled it
- Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies.GMS journal for medical education · 2017Trial
- Trial
- Teaching and Learning Activities That Promote Critical Thinking in Student Nurse Practitioners: A Rapid Review.Journal of advanced nursing · 2026Review
- Article
- Implementing the flipped classroom model to enhance knowledge retention in pharmacology: a local case study at Semmelweis university.BMC medical education · 2025Article
- Article
- Teaching and learning clinical reasoning skill in undergraduate medical students: A scoping review.PloS one · 2024Article
- Role of personality traits in collaborative group works at flipped classrooms.Current psychology (New Brunswick, N.J.) · 2022Article
- Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review.Medical science educator · 2021Article
- Encouraging communication and cooperation in e-learning: solving and creating new interdisciplinary case histories.GMS journal for medical education · 2021Article
- Modified organized ophthalmology pre-internship in China.Annals of translational medicine · 2020Article
- Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh.BMC family practice · 2020Article
- The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives.BMC medical education · 2020Article
- Article
- Development of the Greifswald questionnaire for the measurement of interprofessional attitudes.GMS journal for medical education · 2020Article
- Investigating the self-study phase of an inverted biochemistry classroom - collaborative dyadic learning makes the difference.BMC medical education · 2019Article
- Perceptions toward a pilot project on blended learning in Malaysian family medicine postgraduate training: a qualitative study.BMC medical education · 2018Article
- Online Lectures in Undergraduate Medical Education: Scoping Review.JMIR medical education · 2018Article
- Hotspots in research on the measurement of medical students' clinical competence from 2012-2016 based on co-word analysis.BMC medical education · 2017Review
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundDifferential diagnosis is a crucial skill for primary care physicians. General practice plays an increasing important role in undergraduate medical education. Via general practice, students may be presented with an overview of the whole spectrum of differential diagnosis in regard to common symptoms encountered in primary care. This project evaluated the impact of a blended learning program (using the inverted classroom approach) on student satisfaction and development of skills and knowledge.
methodsAn elective seminar in differential diagnosis in primary care, which utilized an inverted classroom design, was offered to students. Evaluation followed a mixed methods design: participants completed a pre- and post-test, a questionnaire, and a focus group discussion. Interviews were transcribed verbatim and answers were grouped according to different themes. Test results were analysed using the Wilcoxon matched-pairs signed-ranks test.
resultsParticipants (n = 17) rated the course concept very positively. Especially the inverted classroom approach was appreciated by all students, as it allowed for more time during the seminar to concentrate on interactive and practice based learning. Students (n = 16) showed a post-test significant overall gain in skills and knowledge of 33%.
conclusionsThis study showed a positive effect of the inverted classroom approach on students' satisfaction and skills and knowledge. Further research is necessary in order to explore the potentials of this approach, especially the impact on development of clinical skills.
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