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Comparison of Learning in Traditional Versus "Flipped" Classrooms

NCT03758391 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 538

Last updated 2020-01-28

No results posted yet for this study

Summary

This is an educational research study to compare knowledge retention of neonatal-perinatal medicine (NPM) fellowship trainees instructed on a subsection of the American Board of Pediatrics (ABP) NPM Content Outline using traditional didactic lectures (control group) versus a flipped classroom methodology (intervention group). The primary objectives are to assess whether the flipped classroom provides equivalent or superior outcomes for knowledge acquisition and retention compared to traditional lecture-based formats, based upon baseline and serial knowledge assessments (after the educational session, and at 3- and 6- month intervals). The secondary outcomes are learner and educator preference.

Conditions

  • Medical Education

Interventions

OTHER

Flipped Classroom education

Fellows will receive GI/Bilirubin education in a flipped classroom format.

Sponsors & Collaborators

  • American Academy of Pediatrics Section of Neonatal-Perinatal Medicine

    collaborator UNKNOWN

  • Organization of Neonatal-Perinatal Medicine Training Program Directors

    collaborator UNKNOWN

  • Children's Hospital of Philadelphia

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Model
PARALLEL

Eligibility

Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2018-09-01
Primary Completion
2019-09-30
Completion
2019-09-30

Countries

  • United States

Study Locations

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Entities

Companies

Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT03758391 on ClinicalTrials.gov