ArticleInternational journal of emergency medicine2026
Effectiveness of a flipped classroom model for enhancing emergency physicians' skills in diagnosing high-risk pulmonary embolism with point-of-care ultrasound: a randomized controlled study.
Article in International journal of emergency medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundHigh-risk pulmonary embolism is a significant cause of morbidity and mortality in the emergency department. Point-of-care ultrasonography is a valuable tool for identifying high-risk pulmonary embolism at the bedside, but many physicians lack proficiency. A flipped classroom model may enhance point-of-care ultrasound training, but its effectiveness compared to standard teaching remains unclear.
methodsEmergency physicians and residents at a single academic centre were randomized to either a flipped classroom or standard teaching after a baseline assessment of their ability to identify high-risk pulmonary embolism using a database of ultrasound clips. The flipped classroom group completed an online module, while the standard teaching group attended an in-person seminar. Both groups participated in an in-person workshop and subsequently underwent post-training testing. The primary outcome was the difference in final test scores. Statistical analysis included Student’s t-test for mean comparisons, while Fisher’s exact test and one-way ANOVA were used to assess differences between teaching methods, with significance set at p ≤ 0.05.
resultsA total of 30 participants completed the study (15 in the flipped classroom and 15 in the standard teaching group). Most (80%) reported low baseline confidence in identifying high-risk pulmonary embolism with point-of-care ultrasound. There were no significant differences in baseline scores between the groups (65.0% ± 24.7% for the flipped classroom vs. 64.3% ± 24.9% for standard teaching, p = 0.93). Both groups demonstrated significant improvement in scores on final testing (standard teaching: 11% increase, p = 0.02; flipped classroom: 7.3% increase, p = 0.03). However, there was no significant difference in final test scores between the two groups (75.3% ± 20.1% for standard teaching vs. 72.3% ± 21.4% for the flipped classroom, p = 0.65).
conclusionWe found that both the flipped classroom model and standard teaching were effective for teaching the signs of high-risk pulmonary embolism using point-of-care ultrasound. The results of this study may assist future curriculum development to facilitate asynchronous learning of ultrasound skills. CLINICAL TRIAL: Not applicable.
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