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The inverted classroom is an interactive teaching model with promising results in surgery. Evidence of this model involving components of clinical simulation is scant. Objective To present a model of “Extended Inverted Classroom” (EIC), involving low and medium fidelity simulation, and to describe its effect on student perceptions of learning. Methods An EIC was designed for teaching medical students the clinical skills for the management and resuscitation of trauma patients. The pre- and post-interventional perceptions of learning were assessed using the “Flipped Classroom Perception Instrument” validated in the Spanish language. The Mann–Whitney test and the t-test (p  Results A total of 75 students participated in the study. Global perception of learning was 3.98 ± 0.58 (1.5–5.0) (pre-test) versus 4.24 ± 0.64 (1.38–5.0) (post-test) (p  Conclusions The EIC model involving clinical simulation for the resuscitation of trauma patients has a positive effect on student perceptions of learning in the short term. Further studies are required to evaluate this model in other scenarios of resuscitation, critical care and emergencies, as well as to measure their effect on long-term learning.

colombian journal of anesthesiology

Effect of the Extended Inverted Classroom on clinical simulation for the resuscitation of trauma patients: Pilot study of student perceptions of learning