Establishing blended learning frameworks in medical education is impaired by the effort to create content for digital learning, as this process usually requires medical professionals. Thus, during the transformation of conventional curriculum to a flipped classroom framework, we developed an innovative approach focusing on the reduction of workload for medical professionals.
Firstly the lecture ENT lecture of our department was updated in form and content. Afterwards, the whole lecture was recorded both in picture and sound. The recording oft the lecture was then cutted into chunks, re-arranged and supplemented, resulting in packed videos related to a certain topic. The control group followed the process mainly guided by medical professionals. In the experimental group, we tried to reduce their participation outsourcing the maximum justifiable work to a technician. In the following, we analyzed the results regarding content and working time.
In both groups, the lecture recording was significantly reduced to a manageable amount of videos. The experimental group could distinctly reduce the workload of medical professionals compared to the control. In terms of content, both groups showed a moderate difference.
The developed approach is a cost-effective option to create digital learning content while minimizing the participation of medical professionals. In combination with the flipped classroom framework, weaknesses of the presented strategy can be balanced easily.
Poster-PDF
A-1504.PDF
