{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T20:12:42Z","timestamp":1792008762141,"version":"4.4.0"},"reference-count":27,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2021,6,22]],"date-time":"2021-06-22T00:00:00Z","timestamp":1624320000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,6,22]],"date-time":"2021-06-22T00:00:00Z","timestamp":1624320000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100009591","name":"Ministerium f\u00fcr Innovation, Wissenschaft und Forschung des Landes Nordrhein-Westfalen","doi-asserted-by":"publisher","award":["Digital Learning Fellowship"],"award-info":[{"award-number":["Digital Learning Fellowship"]}],"id":[{"id":"10.13039\/501100009591","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100006254","name":"Ruhr-Universit\u00e4t Bochum","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100006254","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"published-print":{"date-parts":[[2021,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec>\n                <jats:title>Background<\/jats:title>\n                <jats:p>The availability and popularity of laptops, tablet PCs and smartphones in private and work environments offers considerable potential for reasonably integrating blended learning formats into structured medical learning environments. The promising educational principle of the flipped classroom (FC) provides the opportunity to effectively combine e-learning and face-to-face teaching within a single framework. However, similar to most blended learning formats, the FC requires a solid groundwork of structured digitized learning content. As rearranging a whole curriculum is intense and time consuming, physicians occupied simultaneously in clinical practice and teaching may be confronted with a lack of time during this process.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Methods<\/jats:title>\n                <jats:p>We developed two straightforward approaches to transforming a pre-existing, lecture-based otolaryngology curriculum into interactive videos within a Moodle learning management system. Special attention was given to reducing individual working time for medical professionals. Thus, while one approach was mainly guided by a medical professional to control the content-related quality of video processing, we investigated an alternative approach outsourcing work to a technician. Afterwards, the working time was analysed and compared. The resulting videos were revised with the H5P plugin for moodle to adjust the content where necessary.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>We identified a fast-track approach for creating structured e-learning content suitable for flipped-classroom-based lectures, other blended learning formats, or even providing a whole curriculum online. The alternative approach significantly reduced working time for medical professionals but did not impair the content-related quality significantly.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusions<\/jats:title>\n                <jats:p>The use of H5P interactive tools via Moodle LMS provides a major procedural benefit by allowing the easy adjustment of pre-existing video material into suitable online content. Reasonably outsourcing work to technicians can significantly reduce the working time of medical professionals without decreasing the quality of learning content. The presented workflow can be used as a flexible approach for flipped classroom frameworks or other blended learning strategies where interactive videos are applicable.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1186\/s12909-021-02784-8","type":"journal-article","created":{"date-parts":[[2021,6,22]],"date-time":"2021-06-22T10:02:43Z","timestamp":1624356163000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":28,"title":["Fast-track flipping: flipped classroom framework development with open-source H5P interactive tools"],"prefix":"10.1186","volume":"21","author":[{"given":"Judith","family":"Wehling","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stefan","family":"Volkenstein","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stefan","family":"Dazert","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Christian","family":"Wrobel","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Konstantin","family":"van Ackeren","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Katharina","family":"Johannsen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2522-0088","authenticated-orcid":false,"given":"Tobias","family":"Dombrowski","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,6,22]]},"reference":[{"key":"2784_CR1","doi-asserted-by":"publisher","first-page":"1407","DOI":"10.1097\/ACM.0b013e3182a368bd","volume":"88","author":"CG Prober","year":"2013","unstructured":"Prober CG, Khan S. Medical education reimagined: a call to action. Acad Med. 2013;88:1407\u201310.","journal-title":"Acad Med"},{"key":"2784_CR2","doi-asserted-by":"publisher","first-page":"2695","DOI":"10.1002\/lary.25350","volume":"125","author":"SL Ishman","year":"2015","unstructured":"Ishman SL, Stewart CM, Senser E, Stewart RW, Stanley J, Stierer KD, et al. Qualitative synthesis and systematic review of otolaryngology in undergraduate medical education. Laryngoscope. 2015;125:2695\u2013708.","journal-title":"Laryngoscope"},{"key":"2784_CR3","doi-asserted-by":"publisher","first-page":"e0174829","DOI":"10.1371\/journal.pone.0174829","volume":"12","author":"Y Lin","year":"2017","unstructured":"Lin Y, Zhu Y, Chen C, Wang W, Chen T, Li T, et al. Facing the challenges in ophthalmology clerkship teaching: is flipped classroom the answer? 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Thus, consent to participate was not necessary for students. Lecturers\u2019 consent to participate was obtained verbally, as the curriculum modification was based on consensus decisions among all lecturers. According to our local ethics committee guidelines, a formal application was not necessary for our study (Ethics Committee, Faculty of Medicine, Ruhr-University Bochum, Gesundheitscampus 33, D-44801 Bochum).","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare that they have no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"351"}}