Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance
Authors' conclusion
Weekly FCMs are both feasibly and well-accepted and may enhance learning motivation in intensive care training.
Study context
- Population
- Intensive care medicine trainees (residents and fellows)
- Participants
- 30 trainees
- Comparison
- Pre- vs post-implementation of weekly flipped classroom modules
- Outcome
- Feasibility and acceptance of FCMs
Methodological detailstriangulated methodology
- Triangulated methodology
Main finding
As reported in the abstract
Feasibility (LMS use) and acceptance
- Trainees who accessed the learning management system (LMS)
- 30
- Average online participation rate
- 78 %
- Online participation, fellows
- 89 %
- Online participation, residents
- 71 %
- Trainees using mobile devices
- 20 (67 %)
- FCM rating (Likert), outperforming other teaching formats (p < 0.04)
- 4.7 (SD = 0.5)
Further findings
| Outcome | Pre-FCM | Post-FCM | P value |
|---|---|---|---|
| Perceived learning motivation | 19.0 (SD 4.5) | 23.8 (SD 3.0) | P < 0.001 |
Perceived preparation benefit
- Median perceived preparation benefit rose from 15 to 18
- P < 0.001
Rating of teaching formats
- Flipped classroom modules (FCMs) score, outperforming other teaching formats (p < 0.04)
- 4.7 (SD = 0.5)
- Training formats with FCMs scored significantly higher post-implementation
Mobile device use
- Trainees using mobile devices
- 20 (67 %)
- Over half of FCM activities accessed via mobile devices
Original publication
Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance. J Crit Care. Published 6 December 2024. doi:10.
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