Flipped Classroom Module on Shock for Medical Students

Publication ID Published Volume
10542 February 13, 2017 13

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Abstract

Introduction: This module teaches medical students about shock through a flipped classroom approach. By the conclusion of the module, students are able to differentiate the main types of shock, recognize clinical signs of shock, and formulate initial treatment plans. The flipped classroom approach means that students complete the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, so that they can focus on the higher forms of cognitive work (application, analysis, synthesis, and evaluation) in class with the support of their peers and instructors. Methods: Prior to class, students complete advance preparation by reading selected articles. In class, students work through case-based discussion questions in teams. Results: This module has been successfully implemented, with survey data from students showing higher self-rated confidence in their ability to achieve specified objectives after completion of the module. According to survey data, students felt they learned more from the class than from a traditional lecture format, and the class promoted teamwork skills. Discussion: This module provides a tool for pediatric faculty instructors to redesign a traditional lecture-based class on shock into an interactive, case-based session that uses the flipped classroom approach.

Citation

Hoffmann JA, Thompson RW. Flipped classroom module on shock for medical students. MedEdPORTAL Publications. 2017;13:10542. https://doi.org/10.15766/mep_2374-8265.10542

Educational Objectives

By the end of this module, the learner will be able to:

  1. Define shock from a pathophysiologic standpoint.
  2. Differentiate and give examples of the four main types of shock: hypovolemic, cardiogenic, obstructive, and distributive.
  3. Distinguish between systemic inflammatory response syndrome, sepsis, severe sepsis, septic shock, and multiple organ dysfunction syndrome.
  4. Recognize the clinical and laboratory features of septic shock.
  5. Recognize the clinical features of anaphylactic shock.
  6. Identify common triggers of anaphylaxis.
  7. Formulate initial plans for the treatment of septic and anaphylactic shock.
  8. Collaborate with peers, using teamwork skills to arrive at shared clinical decisions.
  9. Practice self-directed learning, including identification of knowledge gaps.
  10. Apply clinical reasoning skills in the analysis of and application of evidence-based clinical guidelines to a case.

Keywords

  • Flipped Classroom, Shock, Sepsis, Anaphylaxis, Pediatrics, Emergency Medicine, Case-Based

References

  1. Arnold JJ, Williams PM. Anaphylaxis: recognition and management. Am Fam Physician. 2011;84(10):1111-1118.
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  3. Brame CJ. Flipping the classroom. Vanderbilt University Center for Teaching Web site. http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom. Published 2013. Accessed March 21, 2016.
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  7. Langley EW, Gigante J. Anaphylaxis, urticaria, and angioedema. Pediatr Rev. 2013;34(6):247-257. https://doi.org/10.1542/pir.34-6-247
  8. Lee J, Brown-Whitehorn T, Tsarouhas N, et al. ED pathway for evaluation/treatment of children with anaphylaxis. Children’s Hospital of Philadelphia Clinical Pathways Web site. http://www.chop.edu/clinical-pathway/anaphylaxis-clinical-pathway. Published June 2006. Updated October 2014. Accessed February 12, 2016.
  9. Vincent J-L, De Backer D. Circulatory shock. N Engl J Med. 2013;369(18):1726-1734. https://doi.org/10.1056/NEJMra1208943
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ISSN 2374-8265