Simulation-Based Education with Flipped Classrooms Improve Resident Clinical Performance in Intensive Care: a Pilot Study

Yen-Yu Liu ； Chia-Yuan Liu ； Charles Jia-Yin Hou ； Chang-Yi Lin ； Chuan-Lei Chao ； Chao-Hsien Chen ； Tseng-Yu Huang ； Yung-Wei Hsu ； His-Hsien Hsu ； Hung-I Yeh ； Shou-Chuan Shih ； Ching-Chung Lin

《Journal of Medical Education》 21卷1期 (2017/03) Pp. 1-8

https://doi.org/10.6145/jme201701

摘要

Background: Pre-medical intensive care (MICU) training is crucial for ICU-naïve residents, but there is still huge gap between awareness and clinical performance by means of didactic lecture in the classroom. Objectives: The purpose of this study aimed to combine flipped classroom (FC) and simulation-based education (SBE) to facilitate secondyear residents (R2) in pre-MICU training. Methods: A well-trained third-year resident (R3) (control mode) and thirteen R2 who did not practice in the MICU were included as participants. Each participant read the teaching material and online instruction before the FC and manipulated the SBE scenarios. The pre-curriculum written test score and the SBE results were compared as manifestation of a ＂match mismatch highlight (MMH).＂ Post-curriculum feedback questionnaire was provided for self-evaluation. Results: As a result, the residents achieved relatively higher scores in the written test than in the simulation (80.3 ± 9.4 vs. 68.7 ± 4.2), which confirmed the mismatch gap in awareness and performance. Compared to R3, the R2 fell short in the five scenarios, especially in first aid teamwork, invasive procedure, and mechanical ventilator. The training workshop not only earned their satisfaction toward FC and SBE, but also enhanced participants' ability in MICU (Likert scales, from 2.53 to 3.15, p＜0.05) and alleviated MICU difficulties (Likert scales, from 4.38 to 4, p＜0.05). Conclusion: The integrated FC and SBE workshop associated with MMH analysis may serve as an innovate methodology for pre-MICU training.

關鍵字

flipped classroom ； simulation base education ； intensive care ； resident

參考文獻

Steadman RH, Coates WC, Huang YM, et al.: Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills. Crit Care Med 2006; 34, 151-7.

Roehl A, Reddy SL, Shannon GL: The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences 2013; 105, 44-49.

Strayer JF: How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research 2012; 15, 171-93.

Bradley P: The history of simulation in medical education and possible future directions. Med Educ 2006; 40, 254-62. doi:10.1111/j.1365-2929.2006.02394.x

Gordon JA, Shaffer DW, Raemer DB, et al.: A randomized controlled trial of simulation-based teaching versus traditional instruction in medicine: A pilot study among clinical medical students. Adv Health Sci Educ Theory Pract 2006; 11, 33-9. doi:10.1007