The flipped classroom is effective for medical students to improve deep tendon reflex examination skills: A mixed methods study

The flipped classroom is effective for medical students to improve deep tendon reflex examination skills: A mixed methods study - The flipped classroom is effective for medical students to improve deep tendon reflex examination skills: A mixed methods study

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

JPRN

Registry ID

JPRN-UMIN000041133

Enrollment

Registered

2020-07-17

Start date

2018-11-01

Completion date

Unknown

Last updated

2026-06-29

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

Flipped classroom teaching method in deep tendon reflex examination Traditional teaching method in deep tendon reflex examination

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: The study population consisted of 83 medical students participating in a general medicine clerkship rotation from 2018 to 2019.

Exclusion criteria

Exclusion criteria: NA

Design outcomes

Primary

Measure	Time frame
The acquisition of deep tendon reflex were assessed with DOPS. Semi-structured focused group interview about teaching method.	—

Secondary

Measure	Time frame
Five-Likert scale questionnaires about the confidence of deep tendon reflex examinations were assessed before and after training session.	—

Countries

Japan

Contacts

Public ContactShun Uchida

Chiba University Hospital General Medicine

shun.uchida@chiba-u.jp043-222-7171

Outcome results