AI Article Synopsis
- The flipped classroom model enhances engagement and learning among medical residents by assigning tailored topics based on their experience levels.
- Residents prepared weekly for discussions, leading to positive feedback on their educational experience compared to traditional lectures.
- A significant improvement in board examination scores indicated the effectiveness of the program, demonstrating its potential as a valuable educational strategy.
Article Abstract
Introduction: Engaging residents across a multiyear training spectrum is challenging given the heterogeneity of experience and limited time available for educational activities. A "flipped classroom" model, in which residents prepare ahead of time for mentored topic discussions, has potential advantages.
Methods: We implemented a curriculum consisting of topics distributed across the specialty. Weekly, each resident was randomly assigned to research a specific aspect of an assigned topic appropriate to his or her level of experience: junior residents about what characterizes each clinical entity, midlevel residents about when to intervene, and chief residents about how to administer treatment. Residents completed an anonymous survey 6 months after implementation. Board examination performance was assessed before and after implementation.
Results: A total of 12 residents participated in the program. Weekly, 1.75±0.40 hours were spent in preparation, with senior residents reporting less time than junior residents. All residents indicated that the accumulation of experience across 7 years of residency was a major advantage of this program, and all preferred it to lectures. Performance on the board examination significantly increased after implementation (from 316±36 to 468±45, p<0.05).
Conclusions: The flipped classroom is a viable approach to resident education and is associated with increased engagement and improved performance using validated knowledge-assessment tools.
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| http://dx.doi.org/10.1017/cjn.2017.234 | DOI Listing |
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