ArticleThe clinical teacher2020
A flipped classroom in graduate medical education.
Article in The clinical teacher, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
22 citing papers in PubMed.
- The impact of large-class flipped classrooms incorporating design thinking on self-awareness, team collaboration, learning efficiency, and comprehensive literacy of clinical medicine undergraduates.BMC medical education · 2025Trial
- Comparison of knowledge acquisition and retention following traditional didactic vs. flipped classroom education utilizing a standardized national curriculum: a randomized controlled trial.Journal of perinatology : official journal of the California Perinatal Association · 2022Trial
- Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness.Frontiers in public health · 2022Trial
- One-year impact of an ambulatory pulmonary curriculum for fellows leveraging adult learning theory.ATS scholar · 2026Article
- A Comparative Educational Intervention Study of Peer Teaching and Flipped Classroom Models in Pediatric Intensive Care Rotation.Advances in medical education and practice · 2026Article
- The Application of Flipped Classroom Integrated with ChatGPT in Improving Graduate Education on Choroidal Melanoma.Journal of cancer education : the official journal of the American Association for Cancer Education · 2025Article
- Article
- Problem-Based Learning in North American Primary Care Postgraduate Medical Education: A Rapid Review.Cureus · 2024Review
- A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation.Journal of education & teaching in emergency medicine · 2024Article
- Comparative Study of the Flipped Classroom and Traditional Lecture Methods in Anatomy Teaching.Cureus · 2024Article
- Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis.JMIR medical education · 2024Article
- A Flipped Classroom Pilot in Neonatal Mechanical Ventilation.ATS scholar · 2024Article
- Article
- The flipped classroom in medical education: A new standard in teaching.Trends in anaesthesia & critical care · 2022Article
- Fast-track flipping: flipped classroom framework development with open-source H5P interactive tools.BMC medical education · 2021Article
- Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review.Medical science educator · 2021Article
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- Article
- Becoming Clinician-Animators: a Toolkit and Pilot Study for Novel Animated Content Development in a Medical Education Curriculum.Medical science educator · 2020Article
- Benefits and Limitations of Flipped Classroom.Indian journal of community medicine : official publication of Indian Association of Preventive & Social MedicineArticle
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
Abstract
backgroundThe role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum.
methodsThis pilot study was carried out in an academic medical centre in the USA with 43 second-year internal medicine postgraduate trainees. Trainees watched videos on the pharmacological treatment of type 2 diabetes outside of the classroom, followed by an in-class session in which they engaged in case-based discussions. The intervention was evaluated using surveys and a knowledge test before, immediately after and 6 months after the intervention.
resultsThe mean number of correct answers for a 10-question knowledge test was 5.25 before the intervention, 8.00 in the immediate post-intervention test, and 7.10 in the 6-month follow-up test (p < 0.001). Six months after the intervention, 57.1% of participants reported prescribing an antidiabetic medication discussed at the session. In a focus group, trainees reported their preference for interactive, case-based learning, concern about the time required for preparation and interest in incorporating real patient cases. DISCUSSION: Trainees preferred the flipped classroom, which also resulted in increased knowledge and self-reported prescribing changes; however, the required preparatory time may limit its feasibility in GME.
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What OpenQuestion holds
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.