Flipping the classroom: a national pilot curriculum for physiology in neonatal–perinatal medicine

French, Heather; Gray, Megan; Gillam-Krakauer, Maria; Bonachea, Elizabeth; Carbajal, Melissa M.; Payne, Allison H.; Vásquez, Margarita; Rubinos, Laura H.; Falck, Alison; Izatt, Susan; Dadiz, Rita

doi:10.1038/s41372-018-0185-9

Cited by 23 publications

(14 citation statements)

References 25 publications

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“…Recognizing the potential benefits of FC learning, the Organization of Neonatal-Perinatal Medicine Training Program Directors (ONTPD) performed a pilot study of an e-learning based FC National Neonatology Curriculum (NNC) at five academic centers. 10 Consistent with previously published studies of FC learning in medicine, the pilot demonstrated that both learners and educators preferred FC learning to traditional didactics. In addition, the FC model promoted the development of a learning community within the learners at each academic center.…”

supporting

confidence: 83%

“…The e-learning programs were created by academic NPM faculty with previous training in medical education and were designed to address the American Board of Pediatrics (ABP) NPM respiratory physiology content specifications. 10,11 Respiratory physiology is the largest subsection of the ABP content for NPM and was chosen as the first target of the NNC to best address learners' needs. For each respiratory topic (i.e., respiratory respondents preferred the FC approach to traditional didactics, with fellows showing a greater degree of preference than faculty (68 vs. 52%, respectively, p ¼ 0.04).…”

Section: Methodsmentioning

confidence: 99%

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Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum

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Objective This study aimed to determine the value, strengths, and challenges of implementing an e-learning based flipped classroom (FC) educational modality as part of the standardized physiology National Neonatology Curriculum (NNC), created for neonatal-perinatal medicine (NPM) fellow learners and faculty educators. Study Design This is a cross-sectional study of NPM fellows and faculty educators who utilized at least one of the e-learning based NNC FC respiratory physiology programs between May and September 2018. Participants were surveyed anonymously regarding their experiences participating in the NNC, including measures of preparation time. A combination of descriptive statistics and proportion comparisons were used for data analysis. Results Among 172 respondents, the majority of fellow and faculty respondents reported positive attitudes toward the educational content and case discussions, and the majority supported national standardization of NPM physiology education (92%). Fellows reported greater preclass preparation for their FC compared with previous didactic lectures (30–60 vs. 0–15 minutes, p < 0.01). Faculty facilitators reported less preparation time before facilitating a FC compared with the time required for creating a new didactic lecture (median: 60 vs. 240 minutes, p < 0.01). Both fellows and faculty respondents preferred the FC approach to traditional didactics, with fellows showing a greater degree of preference than faculty (68 vs. 52%, respectively, p = 0.04). Conclusion Fellows and faculty educators supported the FC learning, reporting peer-to-peer learning, and the establishment of a learning community which promotes adult learning and critical thinking skills. A national physiology curriculum creates equitable and engaging educational experiences for all NPM fellows while reducing individual program burden of content creation. Our findings further supported the development of an NNC using a flipped classroom modality.

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confidence: 83%

Section: Methodsmentioning

confidence: 99%

Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum

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“…which is creating a national, standardized, peer-reviewed physiology curriculum for NPM fellows. 10 The goal of the collaboration is to scaffold the learning provided through the physiology curriculum with simulations covering the same physiology. Future research on the educational impact of a standardized simulation curriculum would be needed to evaluate its impact on knowledge acquisition, knowledge retention, and clinical performance.…”

Section: Discussionmentioning

confidence: 99%

Simulation in Neonatal-Perinatal Medicine Fellowship Programs

et al. 2019

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Objective To investigate the use of simulation in neonatal-perinatal medicine (NPM) fellowship programs. Study Design This was a cross-sectional survey of program directors (PDs) and simulation educators in Accreditation Council for Graduate Medical Education (ACGME)- accredited NPM fellowship programs. Results Responses were received from 59 PDs and 52 simulation educators, representing 60% of accredited programs. Of responding programs, 97% used simulation, which most commonly included neonatal resuscitation (94%) and procedural skills (94%) training. The time and scope of simulation use varied significantly. The majority of fellows (51%) received ≤20 hours of simulation during training. The majority of PDs (63%) wanted fellows to receive >20 hours of simulation. Barriers to simulation included lack of faculty time, experience, funding, and curriculum. Conclusion While the majority of fellowship programs use simulation, the time and scope of fellow exposure to simulation experiences are limited. The creation of a standardized simulation curriculum may address identified barriers to simulation.

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“…Faculty who participated in those FCs found the educational experience to be an effective, useful, and efficient method to apply learning in a supportive environment. (10) There still remain some mixed results about improved long-term outcomes with use of the FC approach. However, some authors argue that discrepancies in outcomes could be more of a reflection of assessment questions being poorly calibrated to test at high cognitive levels based on Bloom's level of cognition.…”

Section: Educational Research and Analysis Of Fcsmentioning

confidence: 99%

“…The ONTPD NNCC is committed to rigorous educational research to determine the best approach to fellowship education on a national level. Following a successful pilot (10) and roll-out of the respiratory physiology section (11) of the NNC, a randomized controlled trial (RCT) was launched to study the FC approach for NPM fellow physiology education. The NNC RCT aims to compare knowledge acquisition and retention of fellows taught neonatal gastroenterology and bilirubin ABP NPM board content via the FC approach with those taught using a traditional slide-based didactic approach.…”

Section: The Ontpd Nnc Randomized Controlled Trialmentioning

confidence: 99%

Perspectives: The Flipped Classroom in Graduate Medical Education

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Andragogy, the art and science of helping adults learn, is a learner-centric conceptual framework that considers adult learner characteristics and their motivations for learning. These motivations range from internal will, readiness to learn, and relevance to one's own life. The flipped classroom, an increasingly popular educational method for both learners and educators, aligns with an andragogical approach as it uses classroom time for application of knowledge and critical thinking rather than for a passive didactic lecture. The growing body of educational research demonstrating increased performance and knowledge retention using this method has led to its incorporation into graduate medical education materials, including the National Neonatology Curriculum. In this article, the authors review how the flipped classroom, an active educational method that embraces the tenets of adult learning theory, may be more effective in graduate medical education compared with traditional lecture. Objectives After completing this article, readers should be able to: 1. Recognize the different learning needs and preferences of adult learners. 2. Explain the benefits of active educational methods, such as the flipped classroom, for adult learners. 3. Describe the educational research supporting the development of the National Neonatology Curriculum. AN INTRODUCTION TO ADULT LEARNING THEORY Pedagogy, the art and science of teaching children, is a teacher-centric educational approach in which the teacher has full responsibility for decision-making and the learning environment. Pedagogical approaches to education are the predominant form of instruction in higher education in the United States for both children and AUTHOR DISCLOSURE Drs French, Arias-Shah, Gisondo, and Gray have disclosed no financial relationships relevant to this article. This commentary does not contain a discussion of an unapproved/investigative use of a commercial product/device.

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Flipping the classroom: a national pilot curriculum for physiology in neonatal–perinatal medicine

Cited by 23 publications

References 25 publications

Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum

Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum

Simulation in Neonatal-Perinatal Medicine Fellowship Programs

Perspectives: The Flipped Classroom in Graduate Medical Education

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