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      Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Background

          This study aims to evaluate the feasibility, acceptability, and effectiveness of massive open online courses (MOOCs) in combination with flipped classroom teaching in the standard training of resident physicians (resident physician trainees).

          Methods

          A total of 110 resident physician trainees enrolled in 2018, with a major in Internal Medicine, were selected and divided into a control group (n = 55) who experienced traditional teaching methods and an experimental group (n = 55) who experienced MOOCs plus flipped classroom teaching. Their post-class test scores and satisfaction questionnaires were compared.

          Results

          The test scores (80.60 ± 7.65) of resident physician trainees in the experimental group were higher than those of the control group (77.05 ± 8.08), and the difference was statistically significant (P < 0.05). The experimental group trainees were highly satisfied with the MOOC + flipped classroom program.

          Conclusion

          MOOCs in combination with flipped classroom teaching can increase the effectiveness of teaching in the standard training for resident physicians and trainees’ comprehensive clinical diagnosis and treatment ability.

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          Most cited references20

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          Transformation of the mathematics classroom with the internet

          Johann Engelbrecht, Salvador Llinares, Marcelo Borba (2020)
          Growing use of the internet in educational contexts has been prominent in recent years. In this survey paper, we describe how the internet is transforming the mathematics classroom and mathematics teacher education. We use as references several reviews of use of the internet in mathematics education settings made in recent years to determine how the field has evolved. We identify three domains in which new approaches are being generated by mathematic educators: principles of design of new settings; social interaction and construction knowledge; and tools and resources. The papers in this issue reflect different perspectives developed in the last decade in these three domains, providing evidence of the advances in theoretical frameworks and support in the generation of new meanings for old constructs such as ‘tool’, ‘resources’ or ‘learning setting’. We firstly highlight the different ways in which the use of digital technologies generates new ways of thinking about mathematics and the settings in which it is learnt, and how mathematics teacher educators frame the new initiatives of initial training and professional development. In this survey paper, we identify trends for future research regarding theoretical and methodological aspects, and recognise new opportunities requiring further engagement.
          Article 0 comments Cited 34 times – based on 0 reviews     Review now
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            Flipping the Classroom in Graduate Medical Education: A Systematic Review

            Andrew M Q King, Michael Gottlieb, Jennifer Mitzman … (2019)
            Flipped classroom (FC) instruction has become increasingly common in graduate medical education (GME). The purpose of this study was to profile the use of FC in the GME setting and assess the current status of research quality. We conducted a systematic literature search of major health and social science databases from July 2017 to July 2018. Articles were screened to ensure they described use of the FC method in an Accreditation Council for Graduate Medical Education–accredited residency program and included research outcomes. Resulting articles were analyzed, described, and evaluated for research quality using the Kirkpatrick framework and the Medical Education Research Study Quality Instrument (MERSQI). Twenty-two articles were identified, all of which were recently published. Five were only indirectly related to FC methods. Most studies reported Kirkpatrick-level outcomes. Studies involving resident learner opinions were generally positive. Pre-posttest studies resulted in large positive improvements in knowledge or skills attainment. Control group study results ranged from large positive (1.56) to negative effects (–0.51). Average MERSQI scores of 12.1 (range, 8.5–15.5) were comparable to GME research norms. Varying methods for implementing and studying the FC in GME has led to variable results. While residents expressed a positive attitude toward FC learning, shortcomings were reported. Approximately half of the studies comparing the flipped to the traditional classroom reported better achievement under the FC design. As indicated by the MERSQI score, studies captured by this review, on average, were as rigorous as typical research on residency education.
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              Flipped Classrooms in Graduate Medical Education

              Christopher Wittich, Anoop Agrawal, Amy Wang … (2018)
              To begin to quantify and understand the use of the flipped classroom (FC)-a progressive, effective, curricular model-in internal medicine (IM) education in relation to residency program and program director (PD) characteristics.
              Article 0 comments Cited 17 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Int J Gen Med
                Journal ID (iso-abbrev): Int J Gen Med
                Journal ID (publisher-id): ijgm
                Journal ID (pmc): ijgm
                Title: International Journal of General Medicine
                Publisher: Dove
                ISSN (Electronic): 1178-7074
                Publication date (Electronic): 11 August 2021
                Publication date Collection: 2021
                Volume: 14
                Pages: 4453-4457
                Affiliations
                [1 ]Department of Rheumatology, The First Affiliated Hospital of Bengbu Medical College , Bengbu, 233004, People’s Republic of China
                [2 ]Clinical School of Medicine, Bengbu Medical College , Bengbu, 233030, Anhui, People’s Republic of China
                Author notes
                Correspondence: Yong-Jun Mei Department of Rheumatology, The First Affiliated Hospital of Bengbu Medical College , Bengbu, 233004, Anhui, People’s Republic of ChinaTel +86 552-3086109 Email meiyongjun_qw@163.com
                Article
                Publisher ID: 325437
                DOI: 10.2147/IJGM.S325437
                PMC ID: 8364963
                PubMed ID: 34408482
                SO-VID: e3749ab1-fe81-4647-a370-7b17fa7b89ad
                Copyright © © 2021 Wang et al.
                License:

                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. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms ( https://www.dovepress.com/terms.php).

                History
                Date received : 18 June 2021
                Date accepted : 23 July 2021
                Page count
                Figures: 0, Tables: 2, References: 20, Pages: 5
                Funding
                Funded by: College Teaching Quality Engineering Project of Anhui Educational Committee;
                Funded by: Humanity and Social Science Research Project of Anhui Educational Committee;
                This study was funded by: College Teaching Quality Engineering Project of Anhui Educational Committee (2018jyxm0832, 2019mooc589). Humanity and Social Science Research Project of Anhui Educational Committee (SK2019A0179).
                Categories
                Subject: Original Research

                ScienceOpen disciplines: Medicine
                Keywords: mooc,flipped classroom model/flipped class model,rheumatology,standard training of resident physicians,questionnaire
                Data availability:
                ScienceOpen disciplines: Medicine
                Keywords: mooc, flipped classroom model/flipped class model, rheumatology, standard training of resident physicians, questionnaire

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