Identification and Development of Effective Asynchronous Instructional Materials to Support Active Learning
Abstract
Introduction and Objective. Different strategies and resources exist to support the preparatory phase of flipped classrooms (FC), but which is most effective has yet to be identified. We hypothesized that an interactive multimedia online learning module would enhance content retention and academic performance as compared to text or pre-recorded lecture. Methods. Second- and third-year medical students identified preferences regarding five different FC preparatory materials through a survey, both for FC sessions with and without a quiz. Then, three FC sessions focused on cardiovascular physiology were developed for a first- year course, each with a different preparatory resource (text, pre-recorded lecture, and online learning module). Pre- and post-tests assessed knowledge retention for each session / resource. Performance on related questions on customized NBME midterm and final examinations was used to determine longer-term content retention. Results. Survey data (n=37) demonstrated a significant preference of preparatory material for a FC session with a quiz (p < 0.01), with text ranked lower (72.9%) than instructor-made video (97.3%, p=0.016) and YouTube video (100%, p < 0.001). Intended use of all materials was lower for sessions without a quiz (range: 5.4% for text to 59.4% for pre-recorded lecture). A significant improvement in pre- and post-tests was observed for text (59.7% vs 81.3%, p < 0.01) and online learning module (74.5% vs 85.3%, p < 0.01), with no difference with pre-recorded lecture (69.0% vs 76.6%, p=0.102). Average performance on NBME for sessions that used text, pre-recorded lecture and online module were 91.0%, 73.0%, and 90.2%, respectively. Conclusions-Implications. Results from our survey align with research suggesting that students prefer audiovisual resources over text. Interestingly, however, improvement seen between pre- and post-test grades was largest using text material as compared to other types. The highest performance on midterm and final NBME questions was seen in those mapping text preparatory material, with lower performance for pre-recorded lecture. The results of this study can help to inform instructors developing resources to support active learning.
Keywords
medical education, asynchronous learning, flipped classroom
Presentation Type
Poster Presentation
Identification and Development of Effective Asynchronous Instructional Materials to Support Active Learning
Introduction and Objective. Different strategies and resources exist to support the preparatory phase of flipped classrooms (FC), but which is most effective has yet to be identified. We hypothesized that an interactive multimedia online learning module would enhance content retention and academic performance as compared to text or pre-recorded lecture. Methods. Second- and third-year medical students identified preferences regarding five different FC preparatory materials through a survey, both for FC sessions with and without a quiz. Then, three FC sessions focused on cardiovascular physiology were developed for a first- year course, each with a different preparatory resource (text, pre-recorded lecture, and online learning module). Pre- and post-tests assessed knowledge retention for each session / resource. Performance on related questions on customized NBME midterm and final examinations was used to determine longer-term content retention. Results. Survey data (n=37) demonstrated a significant preference of preparatory material for a FC session with a quiz (p < 0.01), with text ranked lower (72.9%) than instructor-made video (97.3%, p=0.016) and YouTube video (100%, p < 0.001). Intended use of all materials was lower for sessions without a quiz (range: 5.4% for text to 59.4% for pre-recorded lecture). A significant improvement in pre- and post-tests was observed for text (59.7% vs 81.3%, p < 0.01) and online learning module (74.5% vs 85.3%, p < 0.01), with no difference with pre-recorded lecture (69.0% vs 76.6%, p=0.102). Average performance on NBME for sessions that used text, pre-recorded lecture and online module were 91.0%, 73.0%, and 90.2%, respectively. Conclusions-Implications. Results from our survey align with research suggesting that students prefer audiovisual resources over text. Interestingly, however, improvement seen between pre- and post-test grades was largest using text material as compared to other types. The highest performance on midterm and final NBME questions was seen in those mapping text preparatory material, with lower performance for pre-recorded lecture. The results of this study can help to inform instructors developing resources to support active learning.