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Table 1 Comparison and differences of the teaching approaches

From: Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial

 

Flipped Learning

Lecture Based Learning

Learning goals (NTS)

Described on an online platform

Described on an online platform

First training

Conventional simulation-based training with instructor-led debriefing

Conventional simulation-based training with instructor-led debriefing

Material/Notes

Outside of class

In class (lecture)

Teacher´s role

Facilitator (introduction to the learning contents and assignment of tasks)

Teacher (lecture)

Student involvement

High (tasks of the individual learning space)

Relatively low (active or passive listening during lecture)

Introduction to NTS

Brief interactive seminar (end of the first training)

Lecture

Description of NTS

Individual learning space (learning material was provided and precise tasks were given)

Lecture

AS-NTS taxonomy

Brief interactive seminar; individual learning space

Lecture

Behavioural benchmarks for different NTS

Individual learning space: Brief cold (written) debriefing on the preceding training scenarios

Lecture

Before second training

Open questions were clarified to ensure preparation (interactive)

Summary by teacher

Role of students in the second training

Students were given the task to prepare themselves in order to provide the debriefing

None

  1. NTS Non-technical skills; AS-NTS Anaesthesiology students´ non-technical skills.