Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study

Effective and Time-Efficient Implementation of a Flipped-Classroom in Preclinical Medical Education

The flipped classroom (FC) model of instruction has inherent barriers to implementation in medical education due to amount of content taught versus time allotted, the widespread adoption of interdisciplinary course structure causing a plethora of instructors responsible for content delivery, and trends to reduce the number of weeks to teach preclinical foundational science. Here we report on a FC model executed in an interdisciplinary endocrinology block in a time-saving manner, while preserving student preferences and satisfaction and improving written assessment performance. In this study, traditional lectures were 100% replaced with pre-session assignments (custom video modules) resulting in less time (- 9 h) spent on first pass learning. In-person, active-learning, case-based sessions were created (+ 8 h) to complete the FC model and achieve higher level understanding. Written assessment performance in the endocrinology block was compared between two cohorts: the FC model and traditional lecture model. The FC model cohort outperformed the traditional lecture cohort on written, multiple-choice assessments (both in-house and NBME assessments). Furthermore, a measured (survey data) student preference for the FC model was observed.

Lessons learned while creating an effective emergency remote learning environment for students during the COVID-19 pandemic

The COVID-19 pandemic is forcing many institutions to consider remote, virtual instruction for the safety of employees and students. Based upon the authors' experiences in transforming preclerkship medical science courses to virtual platforms, this paper shares tips for faculty rapidly establishing remote medical science instruction. With planning and support, faculty can create engaging, high-quality educational experiences for learners.

Use of the Team-Based Learning Readiness Assessment Test as a Low-Stakes Weekly Summative Assessment to Promote Spaced and Retrieval-Based Learning

Spaced learning and retrieval-based learning are two powerful learning tools that have repeatedly been shown to be effective learning strategies. Team-Based Learning (TBL) is a collaborative learning and teaching approach that is evidence-based and promotes active learning. To combine these learning strategies, we designed a TBL-centered preclinical curriculum that uses the readiness assurance test (RAT) as a low-stakes weekly summative assessment to promote spaced learning and retrieval-based learning. Since student preference for massed learning over spaced learning is well established, a TBL-centered curriculum designed to encourage spaced and retrieval-based learning may be beneficial to student learning.