Comparison of knowledge acquisition and retention following traditional didactic vs. flipped classroom education utilizing a standardized national curriculum: a randomized controlled trial

Gray, Megan; Dadiz, Rita; Izatt, Susan; Gillam-Krakauer, Maria; Carbajal, Melissa M.; Johnston, Lindsay; Payne, Allison H.; Vásquez, Margarita; Bonachea, Elizabeth; Karpen, Heidi; Falck, Alison; Chess, Patricia R.; Huber, Matthew; French, Heather

doi:10.1038/s41372-022-01423-4

Cited by 9 publications

(15 citation statements)

References 23 publications

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“…Importantly, in our group's previous work, FC was found to have similar educational effectiveness related to knowledge acquisition and retention, and was significantly preferred by the learners as an educational strategy. 14 The additional information on educators' perspectives included in this present analysis strengthens the argument towards utilizing FC in GME.…”

Section: Accepted Manuscriptsupporting

confidence: 63%

“…It is important to note that, although some educators note concerns about their own skills in facilitating FC sessions, the vast majority of learners have positive impressions of faculty teaching skills, faculty knowledge about the topic area, and educational environment. 14 It should be noted that there are limitations to this study. As the study was conducted by electronic survey, thematic analysis is limited to free-text comments provided by respondents in text boxes without the ability to request clarification or further explanation.…”

Section: Accepted Manuscriptmentioning

confidence: 90%

“…Participants Study participants consisted of attending physician educators from subspecialty fellowship programs participating in a multicenter randomized controlled trial comparing knowledge acquisition and retention utilizing FC vs traditional didactic (TD) teaching. 14 All NPM fellowship programs accredited by the Accreditation Council for Graduate Medical Education (ACGME) were eligible to participate in the RCT. All educators participating in the study were invited to complete pre-and post-intervention surveys.…”

Section: Methodsmentioning

confidence: 99%

“…As previously described by Gray et al, materials covering NPM content specifications for gastroenterology and bilirubin physiology were developed and provided to participating fellowship programs. 14 Both FC and TD groups used a standardized curriculum; the difference in the two groups was the content delivery method. For the FC group, each program's content was delivered as video-recorded and professionally edited narrated slides.…”

Section: Educational Materialsmentioning

confidence: 99%

“…Faculty willingness to facilitate FC (vs. TD) (17) Fellow engagement and preparation (15) National curriculum not completed for all ABP content specifications Specific topics requested by educators (14) Educators await more content from national curriculum (5)…”

Section: Challenges To Implementing Fc For Fellow Physiology Educationmentioning

confidence: 99%

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Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators

Johnston

Falck

Vásquez³

et al. 2022

Am J Perinatol

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Background: Academic physicians must teach elements in an ACGME-mandated curriculum while balancing career development and clinical workload. Exploring educator perceptions on the learning environment, and comparing two instructional methods (traditional didactics (TD) versus flipped classroom (FC)) in one pediatric subspecialty may elucidate current challenges, barriers and strategies to optimize learning and educator satisfaction. Methods: A randomized trial comparing effectiveness and learner preference for FC versus TD physiology teaching was conducted in ACGME-accredited neonatal-perinatal medicine (NPM) fellowship programs in 2018-2019. Educator preferences were elicited through online surveys pre- and post- intervention. Free-text comments were provided for questions exploring strengths, challenges and opportunities in fellowship education. Statistical analysis included comparisons of demographics and pre-post intervention educator responses between groups. Thematic analysis of text responses was conducted to identify common subthemes. Results: From sixty-one participating programs, 114 FC educators and 130 TD educators completed surveys. At baseline, all educators experienced professional satisfaction from teaching fellows, but noted challenges with time available to create and/or deliver educational content, limited content expertise amongst faculty, colleagues’ limited enthusiasm towards educating fellows, and lack of perceived value of education by institutions given limited protected time or credit towards promotion. Post intervention, educators in both groups noted a preference to teach physiology using FC due to interactivity, learner enthusiasm, and learner-centeredness. FC educators had an 17% increase in preference to teach using FC (p=0.001). Challenges with FC included ensuring adequate trainee preparation, protecting educational time, and providing educators with opportunities to develop facilitation skills. Conclusions: Overall, NPM educators in a trial evaluating a standardized, peer-reviewed curriculum report professional satisfaction from teaching, but described logistical challenges with developing/ delivering content. Educators preferred instruction using FC, but identified challenges with learner preparedness and ensuring adequate educator time and skill. Future efforts should be dedicated to addressing these barriers.

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Section: Accepted Manuscriptsupporting

confidence: 63%

Section: Accepted Manuscriptmentioning

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Educational Materialsmentioning

confidence: 99%

Section: Challenges To Implementing Fc For Fellow Physiology Educationmentioning

confidence: 99%

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Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators

Johnston

Falck

Vásquez³

et al. 2022

Am J Perinatol

Self Cite

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Knowledge assessment tool for pediatric parenteral nutrition: A validation study

Fleet,

Sideridis,

Wolbrink

2024

J Parenter Enteral Nutr

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BackgroundParenteral nutrition (PN) is a high‐risk medication, and its prescription and administration requires extensive training. Difficulties inherent with bedside teaching have made teaching these concepts challenging. Currently, no knowledge assessment tools with validity evidence exist to test the effectiveness of new PN teaching interventions. We sought to develop and provide validity evidence for a pediatric PN knowledge test to measure the effectiveness of future teaching interventions.MethodsWe created a multiple‐choice question knowledge assessment tool that underwent content validation by PN experts and was emailed to potential participants. We evaluated the knowledge assessment tool for factorial validity, internal consistency reliability, and discriminant validity.ResultsWe enrolled 103 medical students (40%), residents and fellow trainees (55%), and attending physicians (5%) into the study between October 2021 and October 2022. Five of the 30 questions performed poorly based on their nonsignificant contribution to the primary aim of assessing pediatric PN knowledge. Following the exclusion of those questions, the knowledge assessment tool demonstrated an acceptable model fit, and the root mean squared error of approximation was <5%. The omega coefficient was 0.829, indicating acceptable levels of reliability, and using an analysis of variance test (ANOVA) demonstrated significant differences between groups, showing good discrimination between levels of experience (F[2, 80] = 39.002; P < 0.001).ConclusionWe have developed and provided validity evidence for a multiple‐choice question knowledge test that may be used by educators and programs to evaluate knowledge of pediatric PN in physicians and trainees.

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Simulation in a blended learning curriculum for neonatology

Chang,

Dyess,

Johnston

2023

Seminars in Perinatology

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Comparison of knowledge acquisition and retention following traditional didactic vs. flipped classroom education utilizing a standardized national curriculum: a randomized controlled trial

Cited by 9 publications

References 23 publications

Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators

Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators

Knowledge assessment tool for pediatric parenteral nutrition: A validation study

Simulation in a blended learning curriculum for neonatology

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