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Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting Internship

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Abstract

Background

The acting (Sub)internship (AI) provides fourth-year medical students the opportunity to gain essential clinical experience, making it challenging to develop an effective curriculum without detracting from clinical time.

Activity

This flipped classroom, asynchronous learning curriculum utilized a short online video, called a micro-lecture, to teach one to two key concepts, associated with online case-based questions.

Results and Discussion

Over one academic year, 96% (64/67) of internal medicine AI students at our institution completed the online questions. The majority of students selected the single best response for both questions and preferred this online micro-lecture format over traditional methods.

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Acknowledgements

The authors acknowledge Claire Kimberly for providing data analysis and interpretation.

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Authors and Affiliations

  1. Department of Internal Medicine, Virginia Commonwealth University, 1200 East Broad Street, Richmond, VA, USA

    Adam M. Garber

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  1. Adam M. Garber
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Correspondence to Adam M. Garber.

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The authors declare that they have no conflict of interest.

Ethical Approval

VCU IRB approved exempt study #HM20007726.

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NA.

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Garber, A.M. Flipping Out! Utilizing an Online Micro-lecture for Asynchronous Learning Within the Acting Internship. Med.Sci.Educ. 30, 91–96 (2020). https://doi.org/10.1007/s40670-019-00887-y

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  • DOI: https://doi.org/10.1007/s40670-019-00887-y

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