TY - JOUR
T1 - Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents
AU - Martinelli, Susan M.
AU - Chen, Fei
AU - DiLorenzo, Amy N.
AU - Mayer, David C.
AU - Fairbanks, Stacy
AU - Moran, Kenneth
AU - Ku, Cindy
AU - Mitchell, John D.
AU - Bowe, Edwin A.
AU - Royal, Kenneth D.
AU - Hendrickse, Adrian
AU - VanDyke, Kenneth
AU - Trawicki, Michael C.
AU - Rankin, Demicha
AU - Guldan, George J.
AU - Hand, Will
AU - Gallagher, Christopher
AU - Jacob, Zvi
AU - Zvara, David A.
AU - McEvoy, Matthew D.
AU - Schell, Randall M.
PY - 2017/8/1
Y1 - 2017/8/1
N2 - 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.
AB - 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.
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U2 - 10.4300/JGME-D-17-00128.1
DO - 10.4300/JGME-D-17-00128.1
M3 - Article
C2 - 28824763
AN - SCOPUS:85042312374
SN - 1949-8349
VL - 9
SP - 485
EP - 490
JO - Journal of graduate medical education
JF - Journal of graduate medical education
IS - 4
ER -