Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

Abstract

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points.

Integrative resident education curriculum to adapt to the modern otolaryngology trainee

“…Usage of a flipped classroom model is starting to emerge in residency training programs. Initial reports of success with this model have been found in many specialties . Although flipped classroom models have not been reported within otolaryngology, our results compare favorably with another study that used a resident‐designed educational curriculum led by faculty members .…”

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

“…Although in-service training examination scores did not reveal a significant relative improvement, a majority of residents reported a significant increase in perceived quality and value of the flipped model. 12 Similar enthusiasm among learners has been noted in other emergency medicine programs with "flipped" elements, with positive responses among 95 to 98% of learners. 13,14 Anesthesiology New educational directions in anesthesiology and perioperative medicine started to be studied around 2012.…”

“…Importantly, this study compared groups of residents who had only traditional lectures, those who transitioned between lectures and a flipped classroom, and those exposed only to the flipped classroom. Although in‐service training examination scores did not reveal a significant relative improvement, a majority of residents reported a significant increase in perceived quality and value of the flipped model . Similar enthusiasm among learners has been noted in other emergency medicine programs with “flipped” elements, with positive responses among 95 to 98% of learners …”

“…There was also a 12.6% improvement over pretest scores with the new educational format, confirming achievable improvements in medical knowledge . In 2015–2016, the same program transitioned their primary instructional format from weekly lectures to a flipped classroom with a self‐directed study approach . Importantly, this study compared groups of residents who had only traditional lectures, those who transitioned between lectures and a flipped classroom, and those exposed only to the flipped classroom.…”

“…11 In 2015-2016, the same program transitioned their primary instructional format from weekly lectures to a flipped classroom with a selfdirected study approach. 12 Importantly, this study compared groups of residents who had only traditional lectures, those who transitioned between lectures and a flipped classroom, and those exposed only to the flipped classroom. Although in-service training examination scores did not reveal a significant relative improvement, a majority of residents reported a significant increase in perceived quality and value of the flipped model.…”