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Background <p>Emergency medical skills must be mastered by every doctor. Early implementation of these skills in medical education is, therefore, essential. A form of realization is simulation-based training, which offers several advantages: it can be implemented at low threshold in undergraduate medical curricula, induces comparable stress levels to doctors in real-life situations and improves patient morbidity and mortality.</p> <p>Additionally, knowledge acquisition can be improved via e-learning. Teaching formats such as flipped classrooms have proven to be effective. However, it remains unclear whether the flipped classroom is also more effective than traditional classroom teaching in preparing students to apply emergency medicine competencies in realistic simulation scenarios.</p> <p>Therefore, this study aims to analyze the influence of an e-learning based flipped classroom approach combined with a simulation-based training on the acquisition of competencies in practical emergency measures compared to a classic classroom plus simulation course.</p> Methods <p>This prospective intervention-control study is based on a standardized, simulation-based training designed to increase undergraduate medical students’ skills in managing medical emergencies. Participants were assigned to one of two groups: the control group received classic classroom-based theoretical input prior to simulation training, while the study group followed a flipped classroom approach, completing the same theoretical content through e-learning modules. Duration of theoretical input and simulation-based training was identical for both groups. Outcomes were assessed using a formative OSCE, consisting of six emergency case scenarios, based on standardized checklists.</p> Results <p>165 students participated in the study (86 Control group, 79 study group). Participants in the flipped classroom training group scored significantly higher in all six emergency case scenarios.</p> Conclusion <p>This study shows that an e-learning-based flipped classroom approach, when combined with simulation training and supported by well-designed instructional content, can improve the acquisition of practical emergency medicine skills compared to a traditional classroom format with identical simulation training.</p>

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A flipped classroom improves medical students’ skills how to manage medical emergencies—an intervention-control study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月7日

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  • M. Ruesseler,
  • V. Britz,
  • A. Herrmann-Werner,
  • T. Festl-Wietek,
  • C. Weckwerth,
  • L. Bepler,
  • Y. Beaugé,
  • J. Sterz

摘要

Background

Emergency medical skills must be mastered by every doctor. Early implementation of these skills in medical education is, therefore, essential. A form of realization is simulation-based training, which offers several advantages: it can be implemented at low threshold in undergraduate medical curricula, induces comparable stress levels to doctors in real-life situations and improves patient morbidity and mortality.

Additionally, knowledge acquisition can be improved via e-learning. Teaching formats such as flipped classrooms have proven to be effective. However, it remains unclear whether the flipped classroom is also more effective than traditional classroom teaching in preparing students to apply emergency medicine competencies in realistic simulation scenarios.

Therefore, this study aims to analyze the influence of an e-learning based flipped classroom approach combined with a simulation-based training on the acquisition of competencies in practical emergency measures compared to a classic classroom plus simulation course.

Methods

This prospective intervention-control study is based on a standardized, simulation-based training designed to increase undergraduate medical students’ skills in managing medical emergencies. Participants were assigned to one of two groups: the control group received classic classroom-based theoretical input prior to simulation training, while the study group followed a flipped classroom approach, completing the same theoretical content through e-learning modules. Duration of theoretical input and simulation-based training was identical for both groups. Outcomes were assessed using a formative OSCE, consisting of six emergency case scenarios, based on standardized checklists.

Results

165 students participated in the study (86 Control group, 79 study group). Participants in the flipped classroom training group scored significantly higher in all six emergency case scenarios.

Conclusion

This study shows that an e-learning-based flipped classroom approach, when combined with simulation training and supported by well-designed instructional content, can improve the acquisition of practical emergency medicine skills compared to a traditional classroom format with identical simulation training.