An online flipped classroom clinical reasoning course for emergency medicine clerkship, designed via a modified ADDIE model¶
Design · All designs
Evidence · 5 claims (5 for) · 4 studies (4 causal),q2–q3· 2 of 4 report an effect size · 5 claims rest on one study
Description¶
An 8-week clinical reasoning course for emergency medicine clerkship students, developed using "a modified version of the ADDIE instructional design model, specifically adapted by Eltahir for virtual learning environments". It comprised asynchronous pre-class content (short videos under 30 minutes via WhatsApp and an LMS, with mandatory formative MCQ tests), synchronous 60-minute small-group case-based Zoom discussions using a think-aloud format, and bedside application sessions. Evaluation used Kirkpatrick levels 1 and 2 (satisfaction and OSCE-based learning outcomes).
Design Implications¶
Context¶
Requirements¶
- Participants required a smartphone with WhatsApp to engage with asynchronous electronic content
- Mandatory formative tests via the LMS after each video module to ensure engagement before synchronous sessions
Constraints¶
- Excluded students with prior formal exposure to flipped classroom models or clinical reasoning workshops
- Excluded students missing more than 20% of online pre-class activities or more than one bedside think-aloud session
Target Learners¶
- Undergraduate medical students during emergency medicine clerkship
Learning Goals¶
- Clinical reasoning and diagnostic logic in high-acuity emergency presentations
- History taking and differential diagnosis prioritization
Claims¶
- Ofc Improved Clinical Reasoning Osce Emergency Clerkship [+M]
- Ofc Student Satisfaction Above Neutral [+M]
- AI-assisted CBL+FC residents achieve higher OSCE total scores than lecture controls, driven by history collection and physical examination stations [+W]
- Flipped classroom residents report higher perceived teaching effectiveness in clinical skills, learning interest, self-learning, problem-solving, and team collaboration, but not theoretical knowledge [+W]
- AI-assisted peer teaching improves OSCE performance, with the largest effect on clinical reasoning [+M]
Related Designs¶
- mCLEIMS station design: six teams rotating through six 25-minute sequential simulation stations
- A longitudinal, curriculum-integrated simulation-based education program framework for clinical reasoning
Examples¶
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Key Sources¶
- Delirrooyfard Ali, Sayyah Mehdi, Ahmady Soleiman, Kohan Noushin. (2026). Enhancing diagnostic logic in high-acuity care: evidence from an online flipped classroom intervention in emergency medicine. BMC Medical Education. https://doi.org/10.1186/s12909-026-09094-x
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
ofc-emergency-medicine-clinical-reasoning-course |
title |
An online flipped classroom clinical reasoning course for emergency medicine clerkship, designed via a modified ADDIE model |
description |
An 8-week clinical reasoning course for emergency medicine clerkship students, developed using "a modified version of the ADDIE instructional design model, specifically adapted by Eltahir for virtual learning environm... |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — delirrooyfard-ali-2026 |
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