Academic performance in a remote flipped classroom with clinical case simulation in medicine

Abstract

Introduction: Medical education is undergoing constant transformations through the incorporation of new teaching strategies. Since the COVID-19 pandemic, the remote flipped Classroom approach has been implemented as an alternative for teaching the clinical anesthesiology course at undergraduate levels. The simulation of clinical cases in the teaching strategy encourages analysis, the development of critical thinking, and the development of integrated professional competencies. However, there is no feedback on academic performance in this approach.

Objective: To evaluate the academic performance of medical students in the flipped Classroom teaching strategy with clinical case simulation modality.

Method: Observational, prospective, longitudinal, and analytical study. Volunteer students from the clinical anesthesiology course were included. They completed the questionnaire “Factors Influencing Academic Performance.” Academic performance was assessed through theoretical activities, information processing, punctuality, class attendance, participation, end hospital attendance. The clinical simulation rubric was applied in the diagnosis, intervention, and reflection stages. Statistical analysis was performed using SPSS v29.

Results: A total of 87 students were included. The motivation dimension showed a positive correlation with theoretical activities (r = 0.330; p = 0.017), punctuality (r = 0.341; p = 0.013), and class connection (r = 0.351; p = 0.011). Internet access, issues had no impact on performance. Clinical simulation was high in diagnosis (93.1%), low in intervention (66.7%) and high in reflection (66.7%).

Conclusions: The flipped Classroom teaching strategy, using clinical case simulation, allows medical students to achieve adequate academic performance.