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The Implementation of a Flipped Classroom Model in the Obstetrics and Gynecology Medical Student Clerkship: Results of a Pilot Study

Objective: In order to limit the amount of time medical students were excused from patient care opportunities, and to increase student satisfaction with didactic sessions, a flipped classroom curriculum was implemented for the gynecologic oncology topics of an obstetrics and gynecology clerkship.

Study Design: Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were developed, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (LAMS) was utilized to create a class-time activity that consisted of faculty coached discussions of cases. Student satisfaction with the flipped curriculum was assessed. In addition, lecture assessment for the gynecologic oncology topics, and aggregate student performance on the gynecological oncology questions of the National Board of Medical Examiners (NBME) Obstetrics and Gynecology Subject Examination, were compared before and after implementation of the curriculum.

Results: Of the 89 students, 71 (84%) viewed the videos prior the class session and 84 (94%) attended the session. High student satisfaction was indicated for both flipped curriculum components, with particularly strong support for the expansion of the LAMS case discussions. There was no significant statistical difference in aggregate student performance on the gynecologic oncology questions of the NBME Subject Examination.

Conclusion: This pilot implementation of the flipped classroom curriculum for gynecologic oncology topics successfully demonstrates a promising platform for making more efficient use of medical students’ time, and for the creation of dynamic, interactive active learning in the classroom.

Topics: 2014, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Medical Knowledge, UME, Independent Study, Problem-Based Learning, Team-Based Learning, Gynecologic Oncology,