Authors (including presenting author) :
Leung LY (1), Lo RSL (1), Yeung HH (1)(2), Walline JH (1)(2), Hung KKC (1)(2), Graham CA (1)(2)
Affiliation :
(1) Accident and Emergency Medicine Academic Unit, The Chinese University of Hong Kong, Hong Kong SAR, China, (2) Accident and Emergency Department, Prince of Wales Hospital
Introduction :
E-learning and the flipped classroom approach is a growing trend in medical education. It enhances learning opportunities, boosts teaching efficiency and allows other forms of teaching to take place during contact time. Knowledge acquisition may occur outside of lecture hall and hospital ward, and contact time will be left for analytical exercises, clinical skills practice and constructive discussions to aid understanding.
Objectives :
Our objective is to understand whether the undergraduate emergency medicine trauma teaching may be covered using e-learning material and the flipped classroom approach.
Methodology :
The e-learning platform was designed for final year medical students. We have produced five interactive component-based narrated slides with specific learning objectives for each topic. The five topics were Trauma Calls and Trauma Team; Reception and Initial Resuscitation; Investigations in Trauma; Spinal Immobilisation, and; Splinting. These were uploaded and made available for students using the Blackboard e-learning system. Quizzes were implemented at the end of each topic for student self-assessment. Teaching activities during contact time include: in-class discussions, scenario-based simulation training and practical sessions.
We sought feedback from participants after they have completed the activities through an online questionnaire to evaluate time spent, understanding of the material and student overall satisfaction. Students responded to the questionnaire by using a 6-point Likert scale, with a qualitative free-text question included at the end for “any other comments”.
Result & Outcome :
45 students completed the questionnaire. Students reported spending 10-20 minutes on each topic. 43/45 (97.6%) students agreed that they have gained a basic understanding of trauma management in the Emergency department after completing the modules. Over 90% of students found the modules “great” or “excellent” (37/41), the eLearning material useful (40/45) and the teaching activities useful (38/41). The modules were well received and students found the modules “interesting and interactive”. Negative comments from students were taken into consideration when updating the course e.g. narration speed was increased, question format adjusted, and smaller groups for practical scenarios were arranged. Conclusion: Undergraduate emergency medicine trauma teaching may be covered using e-learning material and the flipped classroom approach. It appears to enhance both teaching and learning efficiency, facilitates self-learning, whilst keeping the topic interesting for students. This paradigm shift of learning should be supported. Other information This project was supported by the Micro-Module Courseware Development Grant of the Chinese University of Hong Kong.
