Learning gains in a flipped classroom to teach the principles of envenomation

Abstract

Diagnosis and management of venomous bites and stings, particularly snakebite, is important for Australian clinicians. In 2015, a flipped classroom was trialled to teach the principles of envenomation to year 1 medical students in a MD program. A bespoke online resource was developed and then used by students to prepare for a face-to-face class tailored to their learning needs. Students reported positively about learning the principles of envenomation with the online resource and found it useful. Responses from students also indicated that the interactive class was beneficial to their learning, particularly the clinical application of envenomation. These findings were supported by comparisons of pre- and post-test scores that showed significant learning gains across eight questions. The study also provided some insights into students’ perception of knowledge retention and why some students may prefer to prepare individually for content attainment.