Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents

Susan M. Martinelli, Fei Chen, Amy N. DiLorenzo, David C. Mayer, Stacy Fairbanks, Kenneth Moran, Cindy Ku, John D. Mitchell, Edwin A. Bowe, Kenneth D. Royal, Adrian Hendrickse, Kenneth VanDyke, Michael C. Trawicki, Demicha Rankin, George J. Guldan, Will Hand, Christopher Gallagher, Zvi Jacob, David A. Zvara, Matthew D. McEvoyRandall M. Schell

Research output: Contribution to journalArticlepeer-review

36 Scopus citations

Abstract

BACKGROUND : In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions.

OBJECTIVE : We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach.

METHODS : We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention.

RESULTS : Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001).

CONCLUSIONS : The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

Original languageEnglish
Pages (from-to)485-490
Number of pages6
JournalJournal of graduate medical education
Volume9
Issue number4
DOIs
StatePublished - Aug 1 2017

ASJC Scopus subject areas

  • Medicine (all)

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