Flipped learning: Turning medical education upside down.

BACKGROUND: Flipped learning is an approach in which core teaching is delivered using online material viewed prior to face-to-face learning, applying knowledge gained from online material. Core teaching in a module for third-year undergraduate medical students was based around a 1-week course comprising 32 hours of lectures. Feedback suggested that students were poorly engaged and attendance was poor. OBJECTIVES: To develop and evaluate a programme of learning for medical students using flipped learning. METHODS: Core lectures were videoed and students were advised to watch online at home in the morning prior to a case-based interactive discussion session in the afternoon. Feedback was undertaken prior to and following change in delivery; changes in Likert scale feedback were assessed. Thematic assessment of free-text feedback was undertaken. Results of in-course assessment examinations were compared prior to and following change in delivery. RESULTS: Student feedback showed a significant improvement in satisfaction with flipped learning compared to standard lectures, both in scores and free-text feedback. Results of in-course assessments did not change between the two methods of delivery. CONCLUSIONS: Flipped learning can improve student satisfaction and engagement with teaching, but our study has not demonstrated an improvement in assessment scores.

Applying your clinical skills to students and trainees in academic difficulty.

BACKGROUND: When students and trainees in difficulty present late, there are often signs in their history that suggest that earlier identification and intervention might have been possible. Clinical supervisors may have been reluctant to explore issues with them, perhaps because they felt that it was not their role to do so, or that they may not have the necessary skills or perhaps because of the concern of 'opening a can of worms' that they would not be able to address. INNOVATION: In this article we discuss the importance of early identification and intervention, and draw parallels between the skills required to manage students and trainees in difficulty, and those used daily in identifying and exploring issues with patients. This is based on a combined experience of over 30 years in helping students and trainees in difficulty, and in training and mentoring others to do so. Following this medical model, we highlight straightforward methods for: identifying those in difficulty; making a 'diagnosis'; providing simple interventions; and knowing when and how to refer on. We discuss issues around record keeping, confidentiality and ongoing management, with particular reference to the aspects of the doctor-patient interaction that do not transfer to the supervisor-trainee relationship.

Acute mesenteric infarction: an important cause of abdominal pain in ulcerative colitis.

We present four cases of acute mesenteric infarction in patients with active ulcerative colitis: one presenting prior to the diagnosis of ulcerative colitis, two at the time of diagnosis, and one many years after the diagnosis had been made. Intestinal ischaemia is an important part of the differential diagnosis in patients with ulcerative colitis presenting with abdominal pain. Conversely, in patients presenting with bloody diarrhoea after mesenteric ischaemia, ulcerative colitis should be considered.