An Interactive, Multimodal Curriculum to Teach Pediatric Cardiology to House Staff

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Abstract

Pediatricians must be able to diagnose, triage, and manage infants and children with congenital heart disease. The pediatric cardiology division at the Medical University of South Carolina updated their curriculum for pediatric residents to a format supported by constructivist learning theory. The purpose of this study is to determine if shorter, interactive learning with fellow and faculty involvement improved pediatric cardiology knowledge demonstrated through test scores and resident satisfaction. A curriculum of short lectures and interactive workshops was delivered over 6 weeks in August and September 2018. Residents answered a 10-question pretest prior to the curriculum, followed by a post-test immediately after the last session and a delayed post-test 8 months later. Residents also provided summative feedback on the educational sessions. Sixty-six residents were eligible to participate in the curriculum with 44 (67%) completing the pretest, 40 (61%) completing the post-test, and 33 (50%) completing the delayed post-test. The mean score increased significantly from 56 to 68% between the pretest and post-test ( p = 0.0018). The delayed post-test mean score remained high at 71% without significant change ( p = 0.46). Overall feedback was positive highlighting the interactive nature of lectures and the participation of cardiology fellows. Using an interactive, multimodal educational series, pediatric residents had a significant increase in pediatric cardiology test scores and demonstrated good retention.

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Active learning increases student performance in science, engineering, and mathematics.

Scott Freeman, Sarah L. Eddy, Miles McDonough … (2014)

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

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Flipped classroom improves student learning in health professions education: a meta-analysis

Khe Hew, Chung Kwan Lo (2018)

Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

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Gamification of health professions education: a systematic review

A. E. J. van Gaalen, J. Brouwer, J Schönrock-Adema … (2020)

Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

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Author and article information

Contributors

Dennis R. Delany:

ORCID: http://orcid.org/0000-0002-2753-1579

ddelany1@jhu.edu

Journal

Journal ID (nlm-ta): Pediatr Cardiol

Journal ID (iso-abbrev): Pediatr Cardiol

Title: Pediatric Cardiology

Publisher: Springer US (New York )

ISSN (Print): 0172-0643

ISSN (Electronic): 1432-1971

Publication date (Electronic): 3 March 2022

Pages: 1-6

Affiliations

[1 ]GRID grid.259828.c, ISNI 0000 0001 2189 3475, Division of Pediatric Cardiology, Department of Pediatrics, , Medical University of South Carolina, ; 10 McClennan Banks Drive, Charleston, SC 29425 USA

[2 ]GRID grid.259828.c, ISNI 0000 0001 2189 3475, Division of Pediatric Gastroenterology, Department of Pediatrics, , Medical University of South Carolina, ; 10 McClennan Banks Drive, Charleston, SC 29425 USA

[3 ]GRID grid.468415.a, ISNI 0000 0004 0442 971X, Johns Hopkins Children’s Center, ; 1800 Orleans St., Suite 6321, Baltimore, MD 21287 USA

Author information

Dennis R. Delany http://orcid.org/0000-0002-2753-1579

Article

Publisher ID: 2859

DOI: 10.1007/s00246-022-02859-3

PMC ID: 8893060

PubMed ID: 35238959

SO-VID: 6f7a60d6-b025-4f66-b3af-69f10ac6af6d

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This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

An Interactive, Multimodal Curriculum to Teach Pediatric Cardiology to House Staff

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Cardiovascular Innovations and Applications

Most cited references 33

Active learning increases student performance in science, engineering, and mathematics.

Flipped classroom improves student learning in health professions education: a meta-analysis

Gamification of health professions education: a systematic review

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