Comparative effectiveness study of flipped classroom versus online-only instruction of clinical reasoning for medical students

References

• Johnson TR. Virtual patient simulations and optimal social learning context: a replication of an aptitude–treatment interaction effect. Med Teach. 2014;36:486–9.
   PubMed Web of Science ®Google Scholar
• Cheston CC, Flickinger TE, Chisolm MS. Social Media Use in Medical Education: a Systematic Review. Acad Med. 2013;88:893–901.
   PubMed Web of Science ®Google Scholar
• Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020;323:1127.
   PubMed Web of Science ®Google Scholar
• Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323:2131.
   PubMed Web of Science ®Google Scholar
• Rajab MH, Gazal AM, Alkattan K. Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus. 2020. DOI:10.7759/cureus.8966
   Web of Science ®Google Scholar
• Sutherland S, Jalali A. Social media as an open-learning resource in medical education: current perspectives. Adv Med Educ Pract. 2017;8:369–375.
   PubMed Web of Science ®Google Scholar
• Peters M, Ten Cate O. Bedside teaching in medical education: a literature review. Perspect Med Educ. 2014;3:76–88.
   PubMedGoogle Scholar
• Cooper D, Beswick W, Whelan G. Intensive bedside teaching of physical examination to medical undergraduates: evaluation including the effect of group size. Med Educ. 1983;17:311–315.
   PubMed Web of Science ®Google Scholar
• Verghese A, Brady E, Kapur CC, et al. The Bedside Evaluation: ritual and Reason. Ann Int Med. 2011;155:550.
   PubMed Web of Science ®Google Scholar
• Ramani S. Twelve tips to improve bedside teaching. Med Teach. 2003;25:112–115.
   PubMed Web of Science ®Google Scholar
• Quail M, Brundage SB, Spitalnick J, et al. Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments. BMC Med Educ. 2016;16:73.
   PubMed Web of Science ®Google Scholar
• Yavner SD, Pusic MV, Kalet AL, et al. Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners. Med Teach. 2015;37:239–244.
   PubMed Web of Science ®Google Scholar
• Strowd R, Kwan A, Cruz T, et al. A Guide to Developing Clinical Reasoning Skills in Neurology: a Focus on Medical Students. MedEdPORTAL. 2015;10163. DOI:10.15766/mep_2374-8265.10163
   Google Scholar
• Strowd R, Gamaldo C, Kwan A, et al. Flipping the switch: the feasibility of a “think aloud” flipped-classroom approach to clinical reasoning instruction. J Contemp Med Educ. 2016;4:40.
   Google Scholar
• Arocha JF, Wang D, Patel VL. Identifying reasoning strategies in medical decision making: a methodological guide. J Biomed Inform. 2005;38:154–171.
   PubMed Web of Science ®Google Scholar
• Patel VL, Groen GJ. Knowledge Based Solution Strategies in Medical Reasoning. Cogn Sci. 1986;10:91–116.
   Web of Science ®Google Scholar
• Flynn T. Core Entrustable Professional Activities for Entering Residency Curriculum Developers ’ Guide. Assoc Am Med Coll. 2014; 1–114
   Google Scholar
• Simmons B, Lanuza D, Fonteyn M, et al. Clinical Reasoning in Experienced Nurses. West J Nurs Res. 2003;25:701–719.
   PubMed Web of Science ®Google Scholar
• Abras CN. Information technology in the medical school curriculum. Md Med Soc. 2012;13:11–12.
   PubMedGoogle Scholar
• Gamaldo CE, Gamaldo AA, Strowd RE, et al. Applying Lean Thinking: the Assessment of Professional Conduct of Medical Students. Creat Educ. 2016;07:861–869.
   Google Scholar
• Khalil MK, Abdel Meguid EM, Elkhider IA. Teaching of anatomical sciences: a blended learning approach. Clin Anat. 2018;31:323–329.
   PubMed Web of Science ®Google Scholar
• Wilson AB, Brown KM, Misch J, et al. Breaking with Tradition: a Scoping Meta-Analysis Analyzing the Effects of Student-Centered Learning and Computer-Aided Instruction on Student Performance in Anatomy: effectiveness of Student Centered and Computer-Aided Learning in Anatomy. Anat Sci Educ. 2019;12:61–73.
   PubMed Web of Science ®Google Scholar
• Ochoa JG, Wludyka P. Randomized Comparison Between Traditional and Traditional Plus Interactive Web-Based Methods for Teaching Seizure Disorders. Teach Learn Med. 2008;20:114–117.
   PubMed Web of Science ®Google Scholar
• Lipman AJ, Sade RM, Glotzbach AL, et al. The Incremental Value of Internet-based Instruction as an Adjunct to Classroom Instruction: a Prospective Randomized Study. Acad Med. 2001;76:1060–1064.
   PubMed Web of Science ®Google Scholar
• Raupach T, Münscher C, Pukrop T, et al. Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum. Adv Health Sci Educ. 2010;15:349–356.
   PubMed Web of Science ®Google Scholar
• Subramanian A, Timberlake M, Mittakanti H, et al. Novel Educational Approach for Medical Students: improved Retention Rates Using Interactive Medical Software Compared with Traditional Lecture-Based Format. J Surg Educ. 2012;69:253–256.
   PubMed Web of Science ®Google Scholar
• Truncali A, Lee JD, Ark TK, et al. Teaching physicians to address unhealthy alcohol use: a randomized controlled trial assessing the effect of a Web-based module on medical student performance. J Subst Abuse Treat. 2011;40:203–213.
   PubMed Web of Science ®Google Scholar
• Ricks C, Ratnapalan S, Jain S, et al. Evaluating Computer-Assisted Learning for Common Pediatric Emergency Procedures: pediatr. Emerg Care. 2008;24:284–286.
   PubMed Web of Science ®Google Scholar
• Hurtubise L, Hall E, Sheridan L, et al. The Flipped Classroom in Medical Education: engaging Students to Build Competency. J Med Educ Curric Dev. 2015;2:JMECD.S23895.
   PubMedGoogle Scholar
• Ramnanan C, Pound L. Advances in medical education and practice: student perceptions of the flipped classroom. Adv Med Educ Pract. 2017;8:63–73.
   PubMed Web of Science ®Google Scholar
• Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18:38.
   PubMed Web of Science ®Google Scholar
• Torda A. How COVID-19 has pushed us into a medical education revolution. Intern Med J. 2020;50:1150–1153.
   PubMed Web of Science ®Google Scholar
• Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24:1666538.
   PubMed Web of Science ®Google Scholar
• Krathwohl DR. A Revision of Bloom’s Taxonomy: an Overview. Theory Pract. 2002;41:212–218.
   Web of Science ®Google Scholar
• Chickering AW, Ehrmann SC. Implementing the seven principles: technology as lever. Am Acad High Educ Bull. 1996;49:3–7.
   Google Scholar
• Saiyad S, Virk A, Mahajan R, et al. Online teaching in medical training: establishing good online teaching practices from cumulative experience. Int J Appl Basic Med Res. 2020;10:149.
   PubMedGoogle Scholar
• Worm BS, Buch SV. Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial. PLoS ONE. 2014;9:e85434.
   PubMedGoogle Scholar
• Hart C. Factors Associated With Student Persistence in an Online Program of Study: a Review of the Literature. J Interact Online Learn. 2012;11:19–42.
   Google Scholar
• Li S-T-T, Tancredi DJ, Co JPT, et al. Factors Associated with Successful Self-Directed Learning Using Individualized Learning Plans During Pediatric Residency. Acad Pediatr. 2010;10:124–130.
   PubMed Web of Science ®Google Scholar