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Flipped classroom model for learning evidence-based medicine

Authors Rucker SY, Ozdogan Z, Al Achkar M

Received 20 May 2017

Accepted for publication 13 July 2017

Published 30 August 2017 Volume 2017:8 Pages 619—625

DOI https://doi.org/10.2147/AMEP.S142233

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Maria Olenick

Peer reviewer comments 4

Editor who approved publication: Dr Anwarul Azim Majumder


Sydney Y Rucker,1 Zulfukar Ozdogan,1 Morhaf Al Achkar2

1School of Education, Indiana University, Bloomington, IN, 2Department of Family Medicine, School of Medicine, University of Washington, Seattle, WA, USA

Abstract: Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

Keywords: evidence-based medicine, flipped classroom, residency education

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