Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting Internship
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SHORT COMMUNICATION
Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting Internship Adam M. Garber 1
# International Association of Medical Science Educators 2019
Abstract Background The acting (Sub)internship (AI) provides fourth-year medical students the opportunity to gain essential clinical experience, making it challenging to develop an effective curriculum without detracting from clinical time. Activity This flipped classroom, asynchronous learning curriculum utilized a short online video, called a micro-lecture, to teach one to two key concepts, associated with online case-based questions. Results and Discussion Over one academic year, 96% (64/67) of internal medicine AI students at our institution completed the online questions. The majority of students selected the single best response for both questions and preferred this online microlecture format over traditional methods. Keywords Acting internship . Micro-lecture . Flipped classroom . Asynchronous learning
Background The acting (sub)internship (AI) is a clinically-based rotation with the primary aim of allowing fourth-year medical students to function semi-autonomously under direct supervision in preparation for intern year. Creating a robust curriculum that does not detract from the students’ clinical experience and graduated clinical responsibilities poses a challenge. While there have been published needs assessments [1–4] and even recommended curricula within internal medicine (IM), [5, 6] less is known about how best to implement and teach this material within the AI. We utilized a flipped classroom, asynchronous learning approach to teach key functions necessary for fourth-year medical students on their IM AI to contribute clinically to patient care on the first day of the rotation. While flipped classroom teaching is not new to medical education [7–15] or the health professions, [16] literature is lacking regarding utilization of micro-lectures (short videos, typically 10 min or less) within medical education and specifically the AI. Micro-lectures are defined as short, succinct, focused online videos designed to teach a key topic or limited
* Adam M. Garber [email protected] 1
Department of Internal Medicine, Virginia Commonwealth University, 1200 East Broad Street, Richmond, VA, USA
key concepts [17]. These short presentations allow learners to watch at their own convenience and promote self-directed learning [18]. The brevity of the video maintains learners’ attention, which prior studies have shown is on average 6 min or less, [19] and aims to avoid cognitive overload that aligns with the cognitive theory of multimedia learning. Prior flipped classroom curricula using short video-based modules have successful outcomes data and favorable learner experience, but few are designed for the AI student [7–9, 20–23]. This manuscript describes a pilot implementing a flipped classroom model utilizing a micro-lecture with associated online case-based questions to teach fourth-year (M4) internal medi
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