Integrating Flipped classroom Technique with High Fidelity Simulation for Teaching Hemorrhagic Shock to EMS Students at Pune, India—A Pilot Study Rishipathak Parag1, Vijayraghavan Shrimathy2, Hinduja Anand3 1Director, Adjunct Faculty, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, India 2Medical Officer, Academics, Adjunct Faculty, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, India 3Adjunct Faculty, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, India Online published on 4 June, 2019. Abstract Introduction Shock is a state of circulatory collapse leading to decreased perfusion of the tissues which in turn leads to lack of oxygen and nutrients to the cells and thereby hampers the cellular function. EMS students are presently taught the concept of shock through traditional lecture and case discussion method. Clinically relevant topics can be alternatively taught via a flipped classroom technique wherein the traditional learning environment is reversed by delivering instructional content outside the classroom. A novel approach to evaluating the effectiveness of flipped classroom would be to integrate it with high fidelity simulation which relies on experiential learning. Objective To integrate flipped classroom technique with high fidelity simulation for teaching hemorrhagic shock to EMS students and measuring their satisfaction on a pilot basis. Methodology A comprehensive reading material on the subject Hemorrhagic Shock was circulated amongst 200 EMS students two weeks prior to the planned flipped classroom session. 50 students were randomly chosen to participate in High fidelity simulation scenario based flipped classroom session. Students were divided into batches of seven each. The simulation pre-brief involved a brief synopsis of shock in general with special focus on hemorrhagic shock. Each simulation session lasted for approximately 10 minutes followed by structured de-briefing for 20 minutes. A feedback questionnaire was designed to gauge participant response on the high fidelity simulation session as a flipped classroom exercise. The questionnaire was administered to the students immediately after the session. Result The students gave extremely high rated feedback on the structure, organization and effectiveness in diagnosing and managing a case of hemorrhagic shock. It is seen that the students were satisfied with the prebriefing and overall preparation and understanding of the scenario. Conclusion The study is limited by its sample size and singular event, but offers significant perspective to replicate a long term effectiveness study amongst a larger cohort of EMS students. Top Keywords Flipped classroom technique, high fidelity simulation, hemorrhagic shock. Top |