A comparison of knowledge acquisition and perceived efficacy of a traditional vs flipped classroom-based dermatology residency curriculum.


Journal Article

Flipped and traditional classroom models were compared in the Duke University Medical Center (Durham, North Carolina) dermatology residency program for the 2014-2015 academic year. The residents participated in 12 lectures-6 traditional and 6 flipped-that were paired for similar content. Each lecture was followed by a survey comprised of 10 factual questions and 10 perception questions. Generalized linear regression models were used to study the differences in quiz scores between the 2 classroom models after adjusting for other baseline covariates. There was not a significant difference in mean factual quiz scores between the two classroom models. Results indicated significant perception differences in favor of the flipped classroom model, such as participation (P < .001), enjoyment (P=.038 and P=.026), efficiency (P=.033), and boards (P=.050) and clinical preparedness (P=.034).

Full Text

Duke Authors

Cited Authors

  • Pontius, LN; Hooten, J; Lesesky, E; Rao, C; Nicholas, M; Bialas, R; Liu, B; Green, CL; Atwater, AR

Published Date

  • January 2020

Published In

Volume / Issue

  • 105 / 1

Start / End Page

  • 36 - 39

PubMed ID

  • 32074145

Pubmed Central ID

  • 32074145

Electronic International Standard Serial Number (EISSN)

  • 2326-6929


  • eng

Conference Location

  • United States