Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education

Abstract

Background The flipped classroom is designed to reinvigorate education and utilizes ''at-home'' time to learn concepts and ''inclass'' time for clinical application. While some studies have shown positive effects of the flipped classroom in undergraduate medical education, there is a paucity of data on its use in graduate medical education.Objective We hypothesized that a flipped classroom curriculum of Medical Knowledge Self-Assessment Program (MKSAP) content with group case discussions could improve resident knowledge and preparedness in cardiology.Methods Ninety-eight internal medicine residents who rotated on the inpatient cardiology service from March to October 2017 were quasi-randomized into control and intervention groups, with the intervention group assigned MKSAP readings and cases to review on their own, accompanied by weekly case discussion. Pre-post surveys evaluated for change in knowledge and preparedness, quantity of teaching received, and use of MKSAP.Results A total of 93 of 98 residents (95%) participated in the curriculum. There were 37 of 51 residents (73%) in the control group and 37 of 47 residents (79%) in the intervention group who responded to pre-post assessments. In paired analysis, knowledge score did not improve significantly between the groups, nor did self-reported preparedness, number of teaching sessions per week, or reported MKSAP use. However, all participants had positive perceptions of the curriculum, and the majority felt it should be continued.Conclusions This flipped classroom curriculum did not affect knowledge, preparedness, or number of teaching sessions for internal medicine residents on a cardiology rotation when compared to usual teaching, although residents experiencing the new model expressed high satisfaction.

The micro revolution: effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education

“…Active learning approaches in inpatient resident didactics poses challenges due to competing demands on resident time and cognitive bandwidth [ 29 , 30 ]. We found the BST approach to be a feasible means incorporating components of active learning within the resident curriculum as it shifts time intensive preparatory activities to those with the bandwidth to successfully manage this task and distributes the load of peer teaching across residents.…”

“…Studies have shown a lackluster impact on learning with traditional didactic approaches [ 31 – 33 ]. Teaching strategies of benefit in formal teaching conferences, especially inpatient didactics, are a particular need in postgraduate medical education [ 29 , 30 ]. Findings suggest bite-sized learning may be particularly useful in settings with high cognitive load, such as teaching conferences geared towards residents on inpatient rotations.…”

The Nephrology Immersion Classroom for Internal Medicine Residents

“…The effects of flipped classroom teaching on learning outcomes in GME has been mixed, despite high levels of resident satisfaction. [21][22][23][24] Recent work by Graham et al. describes successful implementation and improved long-term knowledge outcomes with a flipped classroom for internal medicine residents on an ambulatory rotation.…”

Application of flipped classroom based on the Rain Classroom in the teaching of computer‐aided landscape design

“…This has been shown inferior to active learning, which promotes more thorough and lasting understanding [9]. Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content [2]. Previous studies have focused on methods to increase student retention, including an examination of student preadmission characteristics and the use of innovative teaching protocols [22].…”