Medical EducationNCT05213260
Effectiveness of Flipped Classroom in Clinical Skills Teaching
A study testing Flipped Teaching method in people with Medical Education and Simulation Based Learning, run by Dar Al Uloom University at 1 site in Saudi Arabia.
Trial summary
College of Medicine, DAU University, is a private college, located in Riyadh, Saudi Arabia, which launched its activity in 2013. Since that time, there is a continuous increase in the number of students, especially during the last three years after the graduation of the first batch, which is not associated with the… Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Medical Education, Simulation Based Learning
- What is being tested?
- Flipped Teaching method
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 50 participants
- Where
- 1 siteSaudi Arabia
- Study dates
- 1 Jun 2021to 30 Dec 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Third-year medical students
- Successfully completed the cardiovascular block.
- Agreed to participate in the study
Who cannot join
- Refused to participate in the study
- Did not successfully completed the cardiovascular block.
- All students from the clinical phase and UPP (preparatory phase)
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Flipped Classroom Approach Application to Clinical Skills for Preclinical Medical Students
College of Medicine, DAU University, is a private college, located in Riyadh, Saudi Arabia, which launched its activity in 2013. Since that time, there is a continuous increase in the number of students, especially during the last three years after the graduation of the first batch, which is not associated with the recruitment of new faculty. Of course, this increase in the number of students has affected greatly the interaction between the instructors and the students. Another challenging point is the short time assigned for most of the preclinical years' courses as most of our blocks have 5-8 weeks duration with a lot of work needed to be done to help students demonstrate mastery of the intended learning outcomes. As a response to these problems, the investigators sought to pilot testing flipping the classroom of clinical skill sessions as a new educational approach in our college.
Read the detailed description
The current study will be conducted in the Clinical skill and simulation center of the College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia. Students will be informed that participation was anonymous, voluntary, and this intervention will be an extracurricular activity that will not count to their actual grades.
Participants To reduce performance bias, a group of 40 third-year medical students (academic year 2020-2021) will randomly assigned to flipped or traditional learning sessions. These students had already completed the Cardiovascular block in the second semester of their second year. The cardiovascular block (6 credit hours, 6 weeks) contents handle all the subjects related to cardiovascular system from the view of the basic medical sciences such as anatomy, physiology, biochemistry, microbiology and pathology, and pharmacology. Besides, clinical medical sciences integrated in this block as clinical skill sessions that run synchronously with the lectures and focus on the application of relevant medical practice using clinical skills and simulation center. They took a total of three sessions in the block, each running for 2 hours.
To ensure that each student has an equal chance of getting exposed to any of the teaching approaches used in our study, the students will be randomized into interventional and control groups. The attendance registers of all third-year students will be considered, from which every third student will be selected making a total of 40. Out of these the first 20 formed the intervention group and the second 20 were considered as the control group. To avoid the Hawthorne effect (change of the participants' behavior in response to their awareness of being observed), the students will be blinded to their groups and will be unaware of when and what will be assessed throughout the skill lab sessions [1]. Notably, both control and interventional groups will be supervised by the same medical teachers, have the same scenario, and same simulated patients. They will finally evaluated by the same instructors based on a well-structured checklist.
Preparation of flipped classroom materials Three instructors worked to prepare the study materials, for the application of the flipped classroom teaching methodology in the clinical skill and simulation center for the preclinical students. The learning objectives of the cardiovascular clinical case were identified. We gathered the following relevant, high-quality videos from YouTube: Cardiovascular History Taking Key Symptoms OSCE Guide, Cardiovascular Examination - OSCE Guide, Heart murmur sounds, and Blood pressure measurement - OSCE guide. Moreover, short PowerPoint presentations including teaching materials (investigations and treatment) and pertinent to the clinical case were created and saved as videos. Of note, all included videos are shorter than 10 minutes in duration. All these materials were uploaded into the freely accessible EdPuzzle software to embed our own questions at appropriate places in the videos. The EdPuzzle platform helped to assign these videos to a group of students and get hassle-free analytics: see who watched the video, who didn't understand the lesson and who did a good job. Students can re-watch the video as many times as they need at their own pace, while we can easily check their progress from our account. Reports of student answers will be prepared by teacher prior to face-to-face session, and logs of the students' interaction with the videos will be monitored by the teacher.
- Conditions
- Medical Education, Simulation Based Learning
- Being tested
- Flipped Teaching method
- Keywords
- Preclinical medical students, Clinical skills learning, Flipped classroom
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Flipped Teaching methodOther
Before the clinical skill laboratory session, the students will receive the learning materials that they have to read and assimilate before the in-class part which will include interactive, discussion-oriented, and practice-oriented activities.
| Study group | Role | What they receive |
|---|---|---|
| intervention group (Flipped Teaching Method Group) | Experimental | Flipped classroom for intervention group:
The students allotted to the flipped classroom teaching approach will receive the pre-session learning materials (video access links) three days prior to the clinical case session through their institutional email addresses. Students will be encouraged to complete the assigned tasks before coming to class.
The session will start by reviewing the objectives, discussing the difficult points they have in the preparation materials, and answering any question. They also will be shortly briefed about how the scenario would run. They will have a fixed time to take the cardiovascular history, perform examination, order appropriate investigations, reach a differential diagnosis, and formulate a treatment plan. During the session, the instructor will evaluate these students at each level of clinical case-solving. Finally, post-session survey will be disseminated via email to know the students' perception of the flipped teaching. Receives: Other: Flipped Teaching method |
| Control group (Traditional Method Group) | No intervention | This group of students, included 20 participants, will be briefed by the instructors for 30 minutes immediately before the clinical skill session about the clinical case which will include: history taking, examination, investigations, diagnosis, and treatment plan. Following that, there will be time for practice and discussion amongst the students on a high-fidelity manikin. Of note, these students will not receive any pre-session teaching material as the intervention group. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Assessing students' performance
Students in the control and study group will be assessed by the tutors based on a certain checklist
Measured: During the session while performing the skills
Secondary outcomes (1)
Perception of students included in the flipped classroom
the students will be requested to fill a questionnaire about their perception with the flipped teaching in skill lab.
Measured: immediately after the flipped teaching session
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jan 2022
- Study start1 Jun 2021
- Primary completion30 Dec 2023
- Study completion30 Dec 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Medical EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 50 participants (actual)
Sponsor and investigators
- Lead sponsor
- Dar Al Uloom University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Dr. Einas Yousef, Dar Al Uloom University
- Investigators
- Einas M Yousef, Ph.D., Principal investigator, College of Medicine, Dar Al Uloom University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05213260
- Sponsor's protocol ID
- Pro 22030013
- Status last verified
- Feb 2024
- First submitted
- 4 Jan 2022
- Last updated
- 20 Feb 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 20 Feb 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Flipped Classroom Approach Application to Clinical Skills for Preclinical Medical Students
- ClinicalTrials.gov ID
- NCT05213260
- Acronym / sponsor ID
- Pro 22030013
- Conditions
- Medical Education, Simulation Based Learning
- Keywords
- Preclinical medical students, Clinical skills learning, Flipped classroom
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 50 participants (actual)
- Lead sponsor
- Dar Al Uloom UniversityUniversity, hospital or other
- Study start
- 1 Jun 2021 (actual)
- Primary completion
- 30 Dec 2023 (actual)
- Study completion
- 30 Dec 2023 (actual)
- First posted
- 28 Jan 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
College of Medicine, DAU University, is a private college, located in Riyadh, Saudi Arabia, which launched its activity in 2013. Since that time, there is a continuous increase in the number of students, especially during the last three years after the graduation of the first batch, which is not associated with the recruitment of new faculty. Of course, this increase in the number of students has affected greatly the interaction between the instructors and the students. Another challenging point is the short time assigned for most of the preclinical years' courses as most of our blocks have 5-8 weeks duration with a lot of work needed to be done to help students demonstrate mastery of the intended learning outcomes. As a response to these problems, the investigators sought to pilot testing flipping the classroom of clinical skill sessions as a new educational approach in our college.
Detailed description
The current study will be conducted in the Clinical skill and simulation center of the College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia. Students will be informed that participation was anonymous, voluntary, and this intervention will be an extracurricular activity that will not count to their actual grades.
Participants To reduce performance bias, a group of 40 third-year medical students (academic year 2020-2021) will randomly assigned to flipped or traditional learning sessions. These students had already completed the Cardiovascular block in the second semester of their second year. The cardiovascular block (6 credit hours, 6 weeks) contents handle all the subjects related to cardiovascular system from the view of the basic medical sciences such as anatomy, physiology, biochemistry, microbiology and pathology, and pharmacology. Besides, clinical medical sciences integrated in this block as clinical skill sessions that run synchronously with the lectures and focus on the application of relevant medical practice using clinical skills and simulation center. They took a total of three sessions in the block, each running for 2 hours.
To ensure that each student has an equal chance of getting exposed to any of the teaching approaches used in our study, the students will be randomized into interventional and control groups. The attendance registers of all third-year students will be considered, from which every third student will be selected making a total of 40. Out of these the first 20 formed the intervention group and the second 20 were considered as the control group. To avoid the Hawthorne effect (change of the participants' behavior in response to their awareness of being observed), the students will be blinded to their groups and will be unaware of when and what will be assessed throughout the skill lab sessions [1]. Notably, both control and interventional groups will be supervised by the same medical teachers, have the same scenario, and same simulated patients. They will finally evaluated by the same instructors based on a well-structured checklist.
Preparation of flipped classroom materials Three instructors worked to prepare the study materials, for the application of the flipped classroom teaching methodology in the clinical skill and simulation center for the preclinical students. The learning objectives of the cardiovascular clinical case were identified. We gathered the following relevant, high-quality videos from YouTube: Cardiovascular History Taking Key Symptoms OSCE Guide, Cardiovascular Examination - OSCE Guide, Heart murmur sounds, and Blood pressure measurement - OSCE guide. Moreover, short PowerPoint presentations including teaching materials (investigations and treatment) and pertinent to the clinical case were created and saved as videos. Of note, all included videos are shorter than 10 minutes in duration. All these materials were uploaded into the freely accessible EdPuzzle software to embed our own questions at appropriate places in the videos. The EdPuzzle platform helped to assign these videos to a group of students and get hassle-free analytics: see who watched the video, who didn't understand the lesson and who did a good job. Students can re-watch the video as many times as they need at their own pace, while we can easily check their progress from our account. Reports of student answers will be prepared by teacher prior to face-to-face session, and logs of the students' interaction with the videos will be monitored by the teacher.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| intervention group (Flipped Teaching Method Group) | Experimental | Other: Flipped Teaching methodFlipped classroom for intervention group: The students allotted to the flipped classroom teaching approach will receive the pre-session learning materials (video access links) three days prior to the clinical case session through their institutional email addresses. Students will be encouraged to complete the assigned tasks before coming to class. The session will start by reviewing the objectives, discussing the difficult points they have in the preparation materials, and answering any question. They also will be shortly briefed about how the scenario would run. They will have a fixed time to take the cardiovascular history, perform examination, order appropriate investigations, reach a differential diagnosis, and formulate a treatment plan. During the session, the instructor will evaluate these students at each level of clinical case-solving. Finally, post-session survey will be disseminated via email to know the students' perception of the flipped teaching. |
| Control group (Traditional Method Group) | No intervention | –This group of students, included 20 participants, will be briefed by the instructors for 30 minutes immediately before the clinical skill session about the clinical case which will include: history taking, examination, investigations, diagnosis, and treatment plan. Following that, there will be time for practice and discussion amongst the students on a high-fidelity manikin. Of note, these students will not receive any pre-session teaching material as the intervention group. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Third-year medical students
- Successfully completed the cardiovascular block.
- Agreed to participate in the study
Key exclusion criteria (3 listed)
- Refused to participate in the study
- Did not successfully completed the cardiovascular block.
- All students from the clinical phase and UPP (preparatory phase)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Flipped Teaching methodBefore the clinical skill laboratory session, the students will receive the learning materials that they have to read and assimilate before the in-class part which will include interactive, discussion-oriented, and practice-oriented activities. | Other | intervention group (Flipped Teaching Method Group) |
Primary outcome
Assessing students' performance
Time frame: During the session while performing the skills
Students in the control and study group will be assessed by the tutors based on a certain checklist
1 secondary outcome
Perception of students included in the flipped classroom
Time frame: immediately after the flipped teaching session
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 20 Feb 2024.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Einas M Yousef, Ph.D. principal investigator
College of Medicine, Dar Al Uloom University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Flipped Teaching method in people with Medical Education and Simulation Based Learning, run by Dar Al Uloom University at 1 site in Saudi Arabia.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 20 Feb 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Saudi Arabia. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Assessing students' performance (time frame: During the session while performing the skills). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 20 Feb 2024; AzTrials last refreshed its copy on 7 Nov 2026.