Comparison of Learning in Traditional Versus "Flipped" Classrooms

Completed · Not applicable

Conditions studied: Medical Education

In brief

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.

Key facts

Study ID

NCT03758391

Run by

Children's Hospital of Philadelphia

People needed

538

Starts

2018-09-01

Expected to finish

2019-09-30

Last updated by the study team

2020-01-28

Who can join

Age: any. Sex: any. Healthy volunteers: accepted.

You may qualify if…

• Fellow or educator in an ACGME-accredited Neonatal-Perinatal Medicine Fellowship program in the US.

You may not qualify if…

• Not a fellow or educator in an ACGME-accredited Neonatal-Perinatal Medicine Fellowship program in the US.

Where it is running

• The Children's Hospital of Philadelphia — Philadelphia, Pennsylvania, United States

Full record on ClinicalTrials.gov

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