Students favor active learning over traditional didactic teaching in our Geriatrics Clerkship. Accordingly, the authors have redesigned four traditional case-based didactic lectures/workshops via a flipped classroom format. The goal of this transformation is to improve students’ satisfaction with their learning experiences and their learning performance.A set of online learning modules was developed in MOODLE Learning Management System. This study adopted a retrospective cohort design. Students’ ratings of the four geriatrics workshops and their OSCE scores were compared between the previous cohort(s) engaging in traditional learning and the Class 2017 students participating in the flipped classroom learning.Results: Students’ rated their satisfaction with each workshop on a scale of 1–5. Classes 2016 and 2017’s average ratings for Workshop One were 4.22 and 4.08, respectively; their ratings for Workshop Two were 4.07 and 4.00; Workshop Three received the ratings of 4.30 and 4.27; and Workshop Four Class 2017 and 2015 was rated as 3.95 and 4.27. Although students’ ratings tended to be slightly lower for flipped classroom than traditional didactic format, Class 2017’s average OSCE score (85) after attending Workshop Four was superior to those of Classes 2016 (77), 2015 (77), and 2014 (80).Conclusion: Flipped classroom teaching format did not seem to enhance students’ workshop ratings. Through a recent expert evaluation of the online modules, some usability issues were identified, which might explain the result and inform our future instructional development. However, learners’ OSCE performance has been significantly improved through engaging in flipped classroom format during one of the workshops.
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