Methods: As part of the Robert Wood Johnson Foundation Reimagining Undergraduate Medical Education grant, five medical schools came together to 1) agree upon a core curriculum; 2) produce a compendium of flipped classroom modules; and 3) develop an evaluation strategy. A pilot of the project entailed implementation of three modules at University of California, San Francisco during the 2014 second-year medical student microbiology block. Our evaluation of the pilot measured student perceptions via survey – Likert scale (1 [poor] – 5 [excellent]) and free-text responses – and focus group. Examination scores on identical exam questions were compared to results from 2013.
Results: One hundred twenty-five (81%) of students rated the pilot modules. Overall, the mean satisfaction score of all modules was 3.85 (SD 0.83). Students scored traditional lectures and small groups at 4.04 (SD 0.80) and 4.41 (SD 0.81). Of students surveyed, 47 (45%) preferred flipped classroom, 13 (12%) preferred lectures, and 45 (43%) favored a combination. Perceived strengths included: 1) diversity of expertise across universities; 2) well-organized content; 3) increased flexibility in schedules; and 4) use of classroom for active learning. Many students felt that certain topics would be best covered by traditional lecture. Seven students participated in our focus group; responses were aligned with our survey. Exam questions pertaining to piloted material had a mean score of 94 percent, unchanged compared to the prior year (traditional lecture) for those questions.
Conclusion: Students were supportive of the collaborative flipped classroom, with modules perceived to be of similar quality as lectures and small groups. Overall, students value an integrated approach which utilizes multiple teaching methods. The modular format of our curriculum is well-suited for this purpose, allowing educators to be flexible when incorporating the flipped classroom into pre-existing curriculum.
A. Teherani, None
J. Deitz, None
K. Nandagopal, None
C. Prober, None
C. Lucey, None
B. Schwartz, None