Abstract
ObjectiveTo understand the use of the flipped classroom (FC) - learning core content prior to an academic session, with class time devoted to applying this content - in otolaryngology residency education.MethodsAn electronic survey of 107 otolaryngology program directors (PDs), including demographic details, the flipped classroom perception instrument (FCPI), and the otolaryngology programs' current use of FC.ResultsForty-four (41%) PDs completed the FCPI. Seventy-one point one (71.1%) of respondents were male, 60% were 30-49 years, and the remainder were older. Sixty-two percent (62%) had fellowships associated with their program, 21.7% of programs used the FC model Very Often, 17.4% Somewhat Often, 28.3% Sometimes, 17.4% Somewhat Rarely, 8.7% Very Rarely, and 6.5% Never.Attitudes toward FC principles were positive with modes “strongly agree” for all, except for “online modules enhance learning” where the mode was “slightly agree” with significantly higher scores for PDs over age 50 than for those younger (4.17 vs. 3.63, p=0.033). There were no other significant differences comparing male vs. female PDs, younger vs. older PDs, smaller vs. larger programs, programs with or without fellowships, programs with 100% vs. <100% board exam pass rates, or programs in different geographical regions. The pre-class activity mean score was 4.34 (95% CI 4.12-4.56) and the in-class mean score was 4.18 (95% CI 3.99-4.37). There was no significant correlation between the likelihood of using a flipped classroom and attitude scores.ConclusionPDs value both the pre-class and interactive in-class principles of FCs but only 37.8% of programs use FC often, suggesting that practical approaches to implementation in this group could improve education in this population.
Highlights
Educational content is delivered in graduate medical education (GME) through expert lectures; resident workload limitations have presented a challenge to presenting a robust curriculum [1,2]
Sixty-two percent (62%) had fellowships associated with their program, 21.7% of programs used the flipped classroom (FC) model Very Often, 17.4% Somewhat Often, 28.3% Sometimes, 17.4% Somewhat Rarely, 8.7% Very Rarely, and 6.5% Never
Attitudes toward FC principles were positive with modes “strongly agree” for all, except for “online modules enhance learning” where the mode was “slightly agree” with significantly higher scores for program directors (PDs) over age 50 than for those younger (4.17 vs. 3.63, p=0.033)
Summary
Educational content is delivered in graduate medical education (GME) through expert lectures; resident workload limitations have presented a challenge to presenting a robust curriculum [1,2]. With the advent of online learning, a concept known as the flipped classroom (FC) has emerged This consists of the delivery of educational content to students prior to the in-class activity, allowing the class itself to be devoted to the application of the material [3]. In an attempt to quantify the perceptions of this new model, the flipped classroom perception instrument (FCPI) was designed and validated with a traditional didactic-based internal medicine residency curriculum, yielding overall internal consistency reliability of 0.84 [3]. The aim of this investigation is to determine program director (PD) attitudes toward the utilization of FCs in otolaryngology residency education using the FCPI
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