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BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.
RESUMO
INTRODUCTION: The new Accreditation Council for Graduate Medical Education (ACGME) guidelines for family medicine residencies increased training requirements for caring for older adults. These guidelines prompted changes to the current geriatrics curriculum at the Trident/Medical University of South Carolina (MUSC) Family Medicine Residency Program. Changes to the training requirements and the residency geriatric experiences reflect an increasingly aging population and many unmet needs in caring for older adults. METHODS: To meet accreditation requirements and the needs of our population, the residency program established a new partnership with a continuing care retirement community (CCRC) and hired another provider to coordinate the curriculum. Changes to the curriculum included more time spent in our CCRC, better longitudinal patient visit continuity, a coordinated interprofessional didactic curriculum, more elective opportunities in geriatrics, and online pharmacotherapy quizzes. The curriculum was assessed with a validated 10-question pre/postresident survey. RESULTS: Resident responses revealed increased comfort in caring for a geriatric population, increased desire to focus on geriatrics in their medical career, and increased participation in the geriatrics track. CONCLUSIONS: With changes in ACGME requirements, family medicine residency programs must develop a comprehensive curriculum to care for an increasing elderly population. The Trident/MUSC Family Medicine Residency provides a model curriculum for other programs seeking to improve training for their residents and meet these requirements.