Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry
| Autor: | Martin H. Plawecki, Michael J Opperman, Jennelle Durnett Richardson, Jonathan Chastain, Christine Eckel, Brennan Schiller, Larrilyn L Grant |
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| Rok vydání: | 2021 |
| Předmět: |
Medical education
Psychiatry medicine.medical_specialty Class (computer programming) business.industry Medicine (miscellaneous) Remote learning Student engagement Standardized test Flipped classroom Education Active learning medicine Virtual learning environment Class rank Psychology business Curriculum Original Research |
| Zdroj: | Medical Science Educator |
| ISSN: | 2156-8650 |
| Popis: | Introduction There has been a move to a “flipped classroom” (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance. Method The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners–style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020. Results Performance on in-class questions was positively associated with class rank and performance (p |
| Databáze: | OpenAIRE |
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