Evidence map›Paper›PMID 41057815›Full record

ArticleBMC medical education2025

A flipped classroom improves medical students' skills how to manage medical emergencies-an intervention-control study.

M Ruesseler, V Britz, A Herrmann-Werner, T Festl-Wietek, C Weckwerth, L Bepler, Y Beaugé, J Sterz

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Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–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

3 citing papers in PubMed.

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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

8 authors.

M RuesselerGoethe University, Institute for Medical Education and Clinical Simulation, Director Prof. M. Ruesseler, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt, Germany. ruesseler@em.uni-frankfurt.de.
V BritzGoethe University, Institute for Medical Education and Clinical Simulation, Director Prof. M. Ruesseler, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt, Germany.
A Herrmann-WernerTübingen Institute for Medical Education, University of Tuebingen, Tuebingen, Germany.
T Festl-WietekTübingen Institute for Medical Education, University of Tuebingen, Tuebingen, Germany.
C WeckwerthFaculty of Psychology, Fern Universität Hagen, Universitätsstr. 37, 58097, Hagen, Germany.
L BeplerGoethe University, Institute for Medical Education and Clinical Simulation, Director Prof. M. Ruesseler, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt, Germany.
Y BeaugéGoethe University, Institute for Medical Education and Clinical Simulation, Director Prof. M. Ruesseler, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt, Germany.
J SterzGoethe University, Institute for Medical Education and Clinical Simulation, Director Prof. M. Ruesseler, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundEmergency medical skills must be mastered by every doctor. Early implementation of these skills in medical education is, therefore, essential. A form of realization is simulation-based training, which offers several advantages: it can be implemented at low threshold in undergraduate medical curricula, induces comparable stress levels to doctors in real-life situations and improves patient morbidity and mortality. Additionally, knowledge acquisition can be improved via e-learning. Teaching formats such as flipped classrooms have proven to be effective. However, it remains unclear whether the flipped classroom is also more effective than traditional classroom teaching in preparing students to apply emergency medicine competencies in realistic simulation scenarios. Therefore, this study aims to analyze the influence of an e-learning based flipped classroom approach combined with a simulation-based training on the acquisition of competencies in practical emergency measures compared to a classic classroom plus simulation course.

methodsThis prospective intervention-control study is based on a standardized, simulation-based training designed to increase undergraduate medical students’ skills in managing medical emergencies. Participants were assigned to one of two groups: the control group received classic classroom-based theoretical input prior to simulation training, while the study group followed a flipped classroom approach, completing the same theoretical content through e-learning modules. Duration of theoretical input and simulation-based training was identical for both groups. Outcomes were assessed using a formative OSCE, consisting of six emergency case scenarios, based on standardized checklists.

results165 students participated in the study (86 Control group, 79 study group). Participants in the flipped classroom training group scored significantly higher in all six emergency case scenarios.

conclusionThis study shows that an e-learning-based flipped classroom approach, when combined with simulation training and supported by well-designed instructional content, can improve the acquisition of practical emergency medicine skills compared to a traditional classroom format with identical simulation training.

Indexed as

Clinical CompetenceEducation, Medical, UndergraduateEmergency MedicineSimulation TrainingStudents, MedicalCurriculumEducational MeasurementFemaleHumansMaleProblem-Based LearningProspective StudiesEmergency medicineFlipped classroomSimulation trainingUndergraduate medical education

Identifiers

PMID41057815
PMCPMC12502129

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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.