ArticleMedical science educator2024
Long-term Outcomes of Geriatric Medicine Teaching Strategies: Comparing no Content, Traditional Lecture, and Flipped Classroom 2 Years Postintervention.
Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
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Who cites it
2 citing papers in PubMed.
- Assessing the effectiveness of flipped classroom teaching-learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study.BMC medical education · 2024Article
- Effect of Clinical Rotations in Domiciliary Dental Care on Dental Students' Attitudes, Empathy, and Perceptions Towards Institutionalized Older Adults in Zurich in Switzerland.Special care in dentistry : official publication of the American Association of Hospital Dentists, the Academy of Dentistry for the Handicapped, and the American Society for Geriatric DentistryArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The long-term effects of use of the flipped classroom to teach geriatric medicine are still underexplored. Objective: To investigate whether different educational interventions on geriatrics (i.e., flipped classrooms-FL and traditional lectures-TR) could have an influence on long-term attitudes and stereotypes among medical students compared to not having such exposure (control-CG) after 2 years of follow-up. Method: An intervention study was conducted during the third year of medical school training. Two different educational strategies (FL and TR) were incorporated into a course of geriatrics. Students were evaluated at baseline, postintervention, and after 2 years of follow-up concerning their attitudes toward older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge and stereotypes (Palmore Facts on Aging), and self-reported opinions on older adults. Results: A total of 216 medical students were included (68 CG, 72 TR, and 76 FL). At the 2-year follow-up, the FL had better scores than the TR on the Palmore Facts on Aging ( Conclusions: Teaching geriatric medicine could impact the long-term outcomes of medical students and the way this teaching is delivered can influence students' learning.
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Registered trials
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