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What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?

BACKGROUND: The “flipped classroom,” a pedagogical model where typical lecture and homework elements are reversed, is being advocated in medical education to support the teaching of a large curriculum. However, research into the use of this model in postgraduate medical education, which requires the...

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Autores principales: Jesurasa, Amrita, Mackenzie, Kelly, Jordan, Hannah, Goyder, Elizabeth C
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove Medical Press 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5498677/
https://www.ncbi.nlm.nih.gov/pubmed/28721116
http://dx.doi.org/10.2147/AMEP.S132266
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author Jesurasa, Amrita
Mackenzie, Kelly
Jordan, Hannah
Goyder, Elizabeth C
author_facet Jesurasa, Amrita
Mackenzie, Kelly
Jordan, Hannah
Goyder, Elizabeth C
author_sort Jesurasa, Amrita
collection PubMed
description BACKGROUND: The “flipped classroom,” a pedagogical model where typical lecture and homework elements are reversed, is being advocated in medical education to support the teaching of a large curriculum. However, research into the use of this model in postgraduate medical education, which requires the application of acquired knowledge, is limited. The aim of this study was to explore the barriers and facilitators to engagement with the flipped classroom model in preparation for the written element of postgraduate membership examinations. METHODS: Three focus groups (n=14) were held between February and June 2016. Participants were drawn from a membership examination preparation course, run by the University of Shef-field. Two of the groups (n=10) involved “students” (public health registrars) while the other focus group (n=4) was held with “tutors” (experienced registrars and consultants). The focus groups were audiorecorded and transcribed verbatim. Transcripts were thematically analyzed by using both predetermined and emergent themes. RESULTS: Key themes that emerged from the data included variation in learning and teaching styles of individuals as well as the feasibility and flexibility of the overall course design. However, management of students’ expectations was found to be the fundamental factor, which underpinned the engagement. CONCLUSION: The complex interaction of factors affecting engagement in this study highlights the need to consider the appropriateness of the flipped classroom model. However, this must be balanced by the potential benefits of the approach for delivering a large curriculum. Recognizing the central importance of managing expectations at the outset would be useful when considering this model in postgraduate medical education.
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spelling pubmed-54986772017-07-18 What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations? Jesurasa, Amrita Mackenzie, Kelly Jordan, Hannah Goyder, Elizabeth C Adv Med Educ Pract Original Research BACKGROUND: The “flipped classroom,” a pedagogical model where typical lecture and homework elements are reversed, is being advocated in medical education to support the teaching of a large curriculum. However, research into the use of this model in postgraduate medical education, which requires the application of acquired knowledge, is limited. The aim of this study was to explore the barriers and facilitators to engagement with the flipped classroom model in preparation for the written element of postgraduate membership examinations. METHODS: Three focus groups (n=14) were held between February and June 2016. Participants were drawn from a membership examination preparation course, run by the University of Shef-field. Two of the groups (n=10) involved “students” (public health registrars) while the other focus group (n=4) was held with “tutors” (experienced registrars and consultants). The focus groups were audiorecorded and transcribed verbatim. Transcripts were thematically analyzed by using both predetermined and emergent themes. RESULTS: Key themes that emerged from the data included variation in learning and teaching styles of individuals as well as the feasibility and flexibility of the overall course design. However, management of students’ expectations was found to be the fundamental factor, which underpinned the engagement. CONCLUSION: The complex interaction of factors affecting engagement in this study highlights the need to consider the appropriateness of the flipped classroom model. However, this must be balanced by the potential benefits of the approach for delivering a large curriculum. Recognizing the central importance of managing expectations at the outset would be useful when considering this model in postgraduate medical education. Dove Medical Press 2017-06-28 /pmc/articles/PMC5498677/ /pubmed/28721116 http://dx.doi.org/10.2147/AMEP.S132266 Text en © 2017 Jesurasa et al. This work is published and licensed by Dove Medical Press Limited The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed.
spellingShingle Original Research
Jesurasa, Amrita
Mackenzie, Kelly
Jordan, Hannah
Goyder, Elizabeth C
What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title_full What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title_fullStr What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title_full_unstemmed What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title_short What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
title_sort what factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations?
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5498677/
https://www.ncbi.nlm.nih.gov/pubmed/28721116
http://dx.doi.org/10.2147/AMEP.S132266
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