Implementing a Virtual Flipped Classroom in a Rheumatology Fellowship Program
Authors' conclusion
A virtual flipped classroom increased the use of active learning strategies within the Introductory Rheumatology Curriculum.
Study context
- Population
- Faculty lectures within the Introductory Rheumatology Curriculum of a rheumatology fellowship program
- Participants
- 16 lectures
- Comparison
- Active learning scores before vs after a faculty development workshop and transition to a virtual flipped classroom
- Outcome
- Change in active teaching scores preintervention vs postintervention
Methodological detailsbefore-and-after comparison, paired t-test
- Before-and-after comparison
- Paired t-test
Main finding
As reported in the abstract
Change in active learning score, preintervention vs postintervention (per lecture, scale of 24 points)
- Lectures with increased active learning scores
- 14 of the 16
- Mean score increase (of 24 points), 95% CI 2.3-7.2
- 4.7
- Paired t-test, preintervention vs postintervention for each lecture
- P < 0.001
Further findings
- Faculty satisfaction remained high postintervention
Original publication
Implementing a Virtual Flipped Classroom in a Rheumatology Fellowship Program. Arthritis Care Res (Hoboken). Published 23 November 2022. doi:10.
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