bringing the flipped classroom to day 1: a novel didactic curriculum for emergency medicine intern orientation

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ID: 128317
2017
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Abstract
Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions. Interns demonstrated improvement in medical knowledge through higher scores on a posttest. Evaluation survey results were also favorable for the flipped-classroom teaching format.
Reference Key
barrie2017westernbringing Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Michael G. Barrie;Christopher Amick;Jennifer Mitzman;David P. Way;Andrew M. King
Journal lwt
Year 2017
DOI
10.5811/westjem.2017.11.35286
URL
https://escholarship.org/uc/item/1j933858
Keywords Keywords not found

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