18. EFFECTIVENESS AND PERCEPTIONS OF FLIPPED CLASSROOMS WITHIN A PEDIATRIC RESIDENCY

Abstract

Objective Flipped classroom (FC) curricula, in which learners review material independently prior to in-person sessions that employ active learning strategies, are increasingly being used in medical schools but have not been widely implemented in residency programs. We examined feasibility, knowledge acquisition, and learner perceptions of FC modules within a pediatric clinic. Methods Authors created 4 FC modules on common pediatric topics and lectures covering equivalent content. From Jan-Jun 2019, these modules and lectures were incorporated into morning didactics at an outpatient clinic using a crossover design, such that 2 topics were covered as an FC module and 2 as a lecture one month, then flipping the delivery method for each topic the following month. Residents completed 10-item pre-tests prior to participation in each FC session or lecture and post-tests following. Pre- to post-scores were compared using t-tests, and average change in pre- to post-test score for all FC sessions versus all lectures was compared using a Mann-Whitney U test. Residents completed a 6-item immediate perception survey after participation in each FC session and a final 10-item survey on overall perceptions of the FC model as compared to lectures at the end of each monthly block. Results 36 residents participated. Residents scored significantly higher on post-tests than pre-tests for all modules regardless of instructional method, except for the knee pain FC module (Figure 1). The average improvement in pre- to post-test score between all FC sessions (2.1 points) and traditional lectures (2.4 points) was not different (U=7.0, n=4, p=.44). Residents found FC pre-readings (4.0) and in-person sessions (4.1) useful for learning and reported high overall satisfaction with the FC model (4.0) on a 5-point rating scale. They favored FC sessions over lectures with respect to engagement (4.3), learning effectiveness (3.9), application to clinical practice (3.9), and overall preference (3.9) on a bipolar rating scale (1=strongly prefer lecture, 5=strongly prefer FC). Conclusion Flipped classroom modules within a pediatric clinic resulted in similar knowledge gains to lectures but were preferred by residents.