ArticleJournal of graduate medical education2019
Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education.
Article in Journal of graduate medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04381676 (The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency), which is not on this map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency: A Multi-Centered Randomized Controlled Study
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2025Pooled it
- Visual Learning in Electrocardiography Training for Medical Residents: Comparative Intervention Study.JMIR medical education · 2025Trial
- The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a multicentered randomized controlled study.Journal of AAPOS : the official publication of the American Association for Pediatric Ophthalmology and Strabismus · 2021Trial
- Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents.International journal of ophthalmology · 2023Article
- Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum.Advances in medical education and practice · 2023Article
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- Article
- The micro revolution: effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education.BMC medical education · 2021Article
- Impact of a case-based collaborative learning curriculum on knowledge and learning preferences of dermatology residents.International journal of women's dermatology · 2020Article
- Article
- Use of Flipped Classroom and Screen-Based Simulation for Interdisciplinary Critical Care Fellow Teaching of Electroencephalogram Interpretation.Neurocritical care · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe flipped classroom is designed to reinvigorate education and utilizes "at-home" time to learn concepts and "in-class" time for clinical application. While some studies have shown positive effects of the flipped classroom in undergraduate medical education, there is a paucity of data on its use in graduate medical education.
objectiveWe hypothesized that a flipped classroom curriculum of Medical Knowledge Self-Assessment Program (MKSAP) content with group case discussions could improve resident knowledge and preparedness in cardiology.
methodsNinety-eight internal medicine residents who rotated on the inpatient cardiology service from March to October 2017 were quasi-randomized into control and intervention groups, with the intervention group assigned MKSAP readings and cases to review on their own, accompanied by weekly case discussion. Pre-post surveys evaluated for change in knowledge and preparedness, quantity of teaching received, and use of MKSAP.
resultsA total of 93 of 98 residents (95%) participated in the curriculum. There were 37 of 51 residents (73%) in the control group and 37 of 47 residents (79%) in the intervention group who responded to pre-post assessments. In paired analysis, knowledge score did not improve significantly between the groups, nor did self-reported preparedness, number of teaching sessions per week, or reported MKSAP use. However, all participants had positive perceptions of the curriculum, and the majority felt it should be continued.
conclusionsThis flipped classroom curriculum did not affect knowledge, preparedness, or number of teaching sessions for internal medicine residents on a cardiology rotation when compared to usual teaching, although residents experiencing the new model expressed high satisfaction.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.