The flipped classroom and case-based learning in a graduate program of nurse anesthesia: A process improvement project
Project Background
Nurse anesthesia educators recognize that the traditional lecture-based educational model is no longer sufficient for students to master and apply the vast amount of information required to function competently in today’s complex health care environment.
Project Purpose
The purpose of this process improvement project was to implement a flipped classroom with case-based learning in a graduate program of nurse anesthesia in place of the traditional lecture-based educational model, and to compare student learning between the two educational models.
Project Methods
In this process improvement project a flipped classroom with case-based learning was implemented in place of a traditional lecture based educational model to teach principles of neuroanesthesia to first-year graduate student nurse anesthetists. Student scores from a pre-class and post-class quiz were compared to measure learning as a result of the flipped classroom with case-based learning. Scores on final examination questions related to neuroanesthesia were also compared between students taught in the flipped classroom with case-based learning and students taught by the traditional lecture-based method the year before.
Project Outcomes
Average pre-class and post-class quiz scores showed significant improvement in the flipped classroom with case-based learning. Results of average scores on final examination questions related to neuroanesthesia and student satisfaction survey scores between the two educational models were similar.
Project Implications
The flipped classroom with case-based learning is a suitable active learning educational model that can be used in place of traditional lecture-based learning in graduate programs for nurse anesthesia.
