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Background <p>High-risk pulmonary embolism is a significant cause of morbidity and mortality in the emergency department. Point-of-care ultrasonography is a valuable tool for identifying high-risk pulmonary embolism at the bedside, but many physicians lack proficiency. A flipped classroom model may enhance point-of-care ultrasound training, but its effectiveness compared to standard teaching remains unclear.</p> Methods <p>Emergency physicians and residents at a single academic centre were randomized to either a flipped classroom or standard teaching after a baseline assessment of their ability to identify high-risk pulmonary embolism using a database of ultrasound clips. The flipped classroom group completed an online module, while the standard teaching group attended an in-person seminar. Both groups participated in an in-person workshop and subsequently underwent post-training testing. The primary outcome was the difference in final test scores. Statistical analysis included Student’s t-test for mean comparisons, while Fisher’s exact test and one-way ANOVA were used to assess differences between teaching methods, with significance set at <i>p</i> ≤ 0.05.</p> Results <p>A total of 30 participants completed the study (15 in the flipped classroom and 15 in the standard teaching group). Most (80%) reported low baseline confidence in identifying high-risk pulmonary embolism with point-of-care ultrasound. There were no significant differences in baseline scores between the groups (65.0% ± 24.7% for the flipped classroom vs. 64.3% ± 24.9% for standard teaching, <i>p</i> = 0.93). Both groups demonstrated significant improvement in scores on final testing (standard teaching: 11% increase, <i>p</i> = 0.02; flipped classroom: 7.3% increase, <i>p</i> = 0.03). However, there was no significant difference in final test scores between the two groups (75.3% ± 20.1% for standard teaching vs. 72.3% ± 21.4% for the flipped classroom, <i>p</i> = 0.65).</p> Conclusion <p>We found that both the flipped classroom model and standard teaching were effective for teaching the signs of high-risk pulmonary embolism using point-of-care ultrasound. The results of this study may assist future curriculum development to facilitate asynchronous learning of ultrasound skills.</p> Clinical trial <p>Not applicable.</p>

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Effectiveness of a flipped classroom model for enhancing emergency physicians’ skills in diagnosing high-risk pulmonary embolism with point-of-care ultrasound: a randomized controlled study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月28日

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  • Noman Ali,
  • Alan Tan,
  • Salman Muhammad Soomar,
  • Dominick Shelton,
  • Rob Simard,
  • Jordan Chenkin

摘要

Background

High-risk pulmonary embolism is a significant cause of morbidity and mortality in the emergency department. Point-of-care ultrasonography is a valuable tool for identifying high-risk pulmonary embolism at the bedside, but many physicians lack proficiency. A flipped classroom model may enhance point-of-care ultrasound training, but its effectiveness compared to standard teaching remains unclear.

Methods

Emergency physicians and residents at a single academic centre were randomized to either a flipped classroom or standard teaching after a baseline assessment of their ability to identify high-risk pulmonary embolism using a database of ultrasound clips. The flipped classroom group completed an online module, while the standard teaching group attended an in-person seminar. Both groups participated in an in-person workshop and subsequently underwent post-training testing. The primary outcome was the difference in final test scores. Statistical analysis included Student’s t-test for mean comparisons, while Fisher’s exact test and one-way ANOVA were used to assess differences between teaching methods, with significance set at p ≤ 0.05.

Results

A total of 30 participants completed the study (15 in the flipped classroom and 15 in the standard teaching group). Most (80%) reported low baseline confidence in identifying high-risk pulmonary embolism with point-of-care ultrasound. There were no significant differences in baseline scores between the groups (65.0% ± 24.7% for the flipped classroom vs. 64.3% ± 24.9% for standard teaching, p = 0.93). Both groups demonstrated significant improvement in scores on final testing (standard teaching: 11% increase, p = 0.02; flipped classroom: 7.3% increase, p = 0.03). However, there was no significant difference in final test scores between the two groups (75.3% ± 20.1% for standard teaching vs. 72.3% ± 21.4% for the flipped classroom, p = 0.65).

Conclusion

We found that both the flipped classroom model and standard teaching were effective for teaching the signs of high-risk pulmonary embolism using point-of-care ultrasound. The results of this study may assist future curriculum development to facilitate asynchronous learning of ultrasound skills.

Clinical trial

Not applicable.