Flipping the Otolaryngology Didactics Curriculum: Results of a Novel Resident Course Structure

Abstract

ObjectiveTo assess the impact of a novel flipped‐classroom (FC) otolaryngology resident didactic curriculum on resident learning.MethodsBased on the preferences elicited in a survey of preferred learning styles of residents, a hybrid web‐based and in‐person FC otolaryngology didactic curriculum was implemented over a 6‐month period in 2020–2021.Resident reactions to the new curriculum were assessed via a second survey. Kruskal Wallis tests were used to compare mean stanine scores on the Otolaryngology Training Examination (OTE) exam for topics taught in the new format with topics delivered in the old format.ResultsAfter instituting the curriculum reform, engagement in at least a moderate amount of the pre‐didactic work and synchronous case discussions was reported by 67% and 88% of the residents, respectively. After the curriculum change, residents in years PGY2 and above reported statistically significant increases in self‐reported ability to retain information from didactics, to feel prepared for the OTE, and to feel confident in fund of knowledge (p < 0.001, p = 0.004, and p = 0.004, respectively). Compared to the prior year, mean stanine increased on OTE scores for residents in years PGY2‐PGY5 to a statistically significant degree (5.45 vs. 4.41, p = 0.001) for the topics delivered in the new format compared to topics delivered in the traditional format (5.13 vs. 4.70, p = 0.07).ConclusionBy organizing a didactic curriculum through online modules that incorporate pre‐recorded lectures and external resources, residents reported and demonstrated improved knowledge retention.Level of EvidenceNA Laryngoscope, 133:2129–2134, 2023