Browsing by Author "Coderre, Sylvain"
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- ItemOpen AccessA Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom(2017-11-14) Burak, Kelly W.; Raman, Maitreyi; Paget, Michael; Busche, Kevin; Coderre, Sylvain; McLaughlin, KevinThe flipped classroom model is increasingly being adopted in healthcare education, despite the fact that recent systematic reviews in the nursing and medical education literature suggest that this method of instructional design is not inherently better or worse than the traditional classroom. In this study, we used a sequential, explanatory mixed methods design to assess the impact of flipping the hepatology classroom for preclinical medical students. Compared to students in the traditional classroom, students in the flipped classroom had significantly lower mean (SD) ratings of their learning experiences (3.48 (1.10) vs. 4.50 (0.72), p < 0.001, d = 1.10), but better performance on the hepatology content of the end-of-course examination (78.0% (11.7%) vs. 74.2 (15.1%), respectively, p < 0.01, d = 0.3). Based upon our qualitative data analyses, we propose that the flipped classroom induced a change in the learning process of students by requiring increased preparation for classroom learning and promoting greater learner autonomy, which resulted in better retention of learned material, but reduced enjoyment of the learning experience. This dissonance in outcomes is captured in the words of one flipped classroom student: “…I hated it while I was learning it, but boy did I remember it…”. Based upon our dissonant outcomes and the inconsistent findings in the literature, we feel that there is still equipoise regarding the effectiveness of the flipped classroom, and further studies are needed to describe ways of making the flipped classroom a more effective (±more enjoyable) learning experience.
- ItemOpen AccessEffect of traditional and online educational interventions on nutrition knowledge acquisition and retention in pediatric residents(2015-01-28) Silverman, Jason; Konthandaraman, Maitreyi; Coderre, SylvainNutrition education for medical trainees is inadequate despite nutrition’s importance in health and disease. Results showed that Canadian pediatric residency programs offered limited formal nutrition instruction. Online learning may bypass identified barriers to increasing formal nutrition instruction by allowing learning to take place on a learner’s schedule, and in the absence of local expert faculty. Therefore we aimed to compare the effect of online and traditional nutrition instruction amongst pediatric residents. Participants had inadequate nutrition knowledge on baseline objective testing and subjective self-report. Following the educational intervention, both online and in-person groups demonstrated significant increases in nutrition knowledge compared to baseline that was conserved after two months. No significant difference was found between intervention groups. The results show that a focussed time-limited educational intervention can lead to significant nutrition knowledge acquisition and retention, and that online learning may provide a reasonable curricular option for postgraduate training programs.
- ItemOpen AccessInvolvement in teaching improves learning in medical students: a randomized cross-over study(BioMed Central, 2009-08-25) Peets, Adam D.; Coderre, Sylvain; Wright, Bruce; Jenkins, Deirdre; Burak, Kelly; Leskosky, Shannon; McLaughlin, Kevin
- ItemOpen AccessNutrition curriculum intervention impact on knowledge retention among gastroenterology fellows: comparison between dispersed and massed knowledge distribution(2008) KothandaRaman, Maitreyi; Coderre, Sylvain
- ItemOpen AccessA prospective randomized trial of content expertise versus process expertise in small group teaching(BioMed Central, 2010-10-14) Peets, Adam D.; Cooke, Lara; Wright, Bruce; Coderre, Sylvain; McLaughlin, Kevin