title: The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.
abstract: BACKGROUND
  Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material.
  
  
  OBJECTIVE
  We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session.
  
  
  METHODS
  Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h.
  
  
  RESULTS
  Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest.
  
  
  CONCLUSIONS
  An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics.
authors.affiliation: Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
authors.forename: Emily
authors.initials: E
authors.lastname: Rose
authors.affiliation: Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
authors.forename: Ilene
authors.initials: I
authors.lastname: Claudius
authors.affiliation: Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
authors.forename: Ramin
authors.initials: R
authors.lastname: Tabatabai
authors.affiliation: Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
authors.forename: Liza
authors.initials: L
authors.lastname: Kearl
authors.affiliation: Department of Emergency Medicine, Keck School of Medicine of the University of Southern California, Los Angeles County + USC Medical Center, Los Angeles, California.
authors.forename: Solomon
authors.initials: S
authors.lastname: Behar
authors.affiliation: Department of Emergency Medicine, University of California San Francisco, San Francisco General Hospital, San Francisco, California.
authors.forename: Paul
authors.initials: P
authors.lastname: Jhun
mesh_terms: D000328:Adult; D003479:Curriculum; D004503:Education, Medical, Graduate / Q000379:methods*; D004521:Educational Measurement; D004635:Emergency Medicine / Q000193:education*; D005260:Female; D006801:Humans; D020407:Internet; D007396:Internship and Residency / Q000379:methods; D008297:Male; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods*; D013663:Teaching / Q000458:organization & administration*; D014741:Video Recording
keywords: curriculum innovation; engaged educational sessions; flipped classroom; interpolated questions; online videos; pediatric emergency medicine education