Evidence map›Paper›PMID 35660790›Full record

Trial reportJournal of perinatology : official journal of the California Perinatal Association2022

Comparison of knowledge acquisition and retention following traditional didactic vs. flipped classroom education utilizing a standardized national curriculum: a randomized controlled trial.

Megan M Gray, Rita Dadiz, Susan Izatt, Maria Gillam-Krakauer, Melissa M Carbajal, Lindsay C Johnston, Allison Payne, Margarita M Vasquez, Elizabeth M Bonachea, Heidi Karpen and 4 more

Abstract readRandomized Controlled TrialEquivalence Trial
PubMed Publisher
In one paragraph

Trial report in Journal of perinatology : official journal of the California Perinatal Association, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Megan M GrayDepartment of Pediatrics, University of Washington School of Medicine, 4800 Sand Point Way, Seattle, WA, 98105, USA.ORCID http://orcid.org/0000-0002-3272-9432
Rita DadizDepartment of Pediatrics, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Box 651, Rochester, 14642, Rochester, NY, USA.ORCID http://orcid.org/0000-0002-4530-6703
Susan IzattDepartment of Pediatrics, Duke University, DUMC Box 102509, Durham, NC, 27710, USA.
Maria Gillam-KrakauerDepartment of Pediatrics, Vanderbilt University Medical Center, 11112 Doctor's Office Tower, 2200 Children's Way, Nashville, TN, 37232, USA.ORCID http://orcid.org/0000-0002-3552-9196
Melissa M CarbajalDepartment of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, 6621 Fannin Street, W6104, Houston, TX, 77030, USA.
Lindsay C JohnstonDepartment of Pediatrics, Yale University School of Medicine, 333 Cedar Street, New Haven, CT, 06510, USA.ORCID http://orcid.org/0000-0003-0428-0479
Allison PayneDepartment of Pediatrics, Case Western Reserve University School of Medicine, 11100 Euclid Avenue, RBC Suite 3100, Mailstop 6010, Cleveland, OH, 44106, USA.
Margarita M VasquezDepartment of Pediatrics, University of Texas Health San Antonio, 7703 Floyd Curl Drive, MSC 7812, San Antonio, TX, 78229, USA.
Elizabeth M BonacheaDepartment of Pediatrics, Ohio State University, 700 Children's Drive, FB 6th floor Neonatology, Columbus, OH, 43205, USA.
Heidi KarpenDepartment of Pediatrics, Emory University/Children's Healthcare of Atlanta, 2105 Uppergate Drive NE, Rm 324, Atlanta, GA, 30033, USA.ORCID http://orcid.org/0000-0002-3813-3189
Alison J FalckDepartment of Pediatrics, University of Maryland School of Medicine, 110 South Paca 8th floor, Baltimore, MD, 21201, USA.
Patricia R ChessDepartments of Pediatrics and Biomedical Engineering, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Box 651, Rochester, NY, 14642, USA.
Matthew HuberDivision of Neonatology, The Children's Hospital of Philadelphia, 3401 Civic Center Boulevard, Philadelphia, PA, 19104, USA.
Heather FrenchDepartment of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA. frenchh@chop.edu.ORCID http://orcid.org/0000-0001-8533-9158

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectiveMeasure the effectiveness of and preference for a standardized, national curriculum utilizing flipped classrooms (FC) in neonatal-perinatal medicine (NPM) fellowships. STUDY

designMulticentered equivalence, cluster randomized controlled trial of NPM fellowship programs randomized to receive standardized physiology education as in-class lectures (traditional didactic, TD arm) or as pre-class online videos followed by in-class discussions (FC arm). Four multiple-choice question quizzes and three surveys were administered to measure knowledge acquisition, retention, and educational preferences.

results530 fellows from 61 NPM fellowships participated. Quiz performance was comparable between groups at all time points (p = NS, TD vs FC at 4 time points). Post intervention, more fellows in both groups preferred group discussions (pre/post FC 42% vs. 58%, P = 0.002; pre/post TD 43% vs. 60%, P = < 0.001). FC fellows were more likely to rate classroom effectiveness positively (FC/TD, 70% vs. 36%, P < 0.001).

conclusionsFCs promote knowledge acquisition and retention equivalent to TD and FC modalities are preferred by fellows.

Indexed as

CurriculumFellowships and ScholarshipsHumansInfant, NewbornSurveys and Questionnaires

Identifiers

PMID35660790

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.