"Flipping" the introductory clerkship in radiology: impact on medical student performance and perceptions.

摘要: Rationale and Objectives Among methods of “blended learning” (ie, combining online modules with in-class instruction), the “flipped classroom” involves student preclass review material while reserving class time for interactive knowledge application. We integrated blended learning methodology in a “flipped” introductory clerkship radiology, assessed impact this approach on educational experience (performance perception). Materials Methods In preparation clerkship,” radiology faculty residents created e-learning that were uploaded to an open-source website. The clerkship's 101 rising third-year medical students exposed different teaching during course, such as learning, traditional lecture independent learning. Students completed precourse postcourse assessments surveys. Results Student improved overall result taking course. Blended achieved greater pretest post-test improvement high statistical significance (P value, .0060) compared alone. also borderline .0855) comparison difference effectiveness versus was not statistically significant .2730). perceptions used portions course very positive. They specifically enjoyed self-paced interactivity ability return future. Conclusions can be successfully applied radiology. This method offers educators innovative efficient education