Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Sandrone, Stefano; Berthaud, Jimmy V.; Carlson, Chad; Cios, Jacquelyne; Dixit, Neel; Farheen, Amtul; Kraker, Jessica; Owens, James W. M.; Patino, Gustavo; Sarva, Harini; Weber, Daniel; Schneider, Logan

doi:10.1002/ana.25609

Cited by 28 publications

(31 citation statements)

References 32 publications

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“…While the last two decades have seen a growth in the applications of validated strategies along the continuum of psychiatric education, active learning is not the panacea for all educational problems (6,32). Challenges and opportunities for the application of new educational models incorporating heutagogical concepts to psychiatry education are similar to those faced by other medical specialties (7). Moreover, despite broader application of modern educational practices in psychiatry education, there is a paucity of publications by which to assess their efficacy.…”

Section: Critical Discussion: Limitations Challenges and Opportunitiesmentioning

confidence: 99%

“…The residency-level studies generally found positive reviews of active learning approaches by the resident learners, although a smaller study of 5-8 residents who were given two, 6-month-long, problem-based learning (PBL) courses generated mixed reviews (26). In line with studies on active learning in other healthcare fields and specialties, negative comments centered around lack of available time to prepare for the studies on active learning sessions, residents' preference for traditional lectures, and suggestions to offer active learning to senior level residents (rather than those in their junior years of training) (7,8,25).…”

Section: Qualitative Perspectivesmentioning

confidence: 99%

“…Initially instituted in primary and undergraduate education, the flipped classroom has only recently made its way into the realm of medical education. Educators in various subspecialties are incorporating these methods into the curricula for students at all levels, from undergraduate to CME (7).…”

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confidence: 99%

“…The putative success of active learning has encouraged the medical education community to explore what has already been learned through research on these methods. Among the subspecialties that have reported on their efforts, transitions of curricula to incorporate these modern methods in medical education have often resulted in hybrid approaches in which students are exposed to both flipped classrooms and traditional didactics (7,8). However, an overarching reflection on what has been done so far in psychiatry is still lacking.…”

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confidence: 99%

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Active Learning in Psychiatry Education: Current Practices and Future Perspectives

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Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.

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Section: Critical Discussion: Limitations Challenges and Opportunitiesmentioning

confidence: 99%

Section: Qualitative Perspectivesmentioning

confidence: 99%

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confidence: 99%

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Active Learning in Psychiatry Education: Current Practices and Future Perspectives

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“…The frame of the course was the same in both formats (course sessions held for approximately 4 h per day, 4 days per week), and the faculty and topics were unchanged, except in cases in which a particular member of the faculty was not able to teach due to other institutional responsibilities. In both versions of the course, class sessions were a mixture of traditional didactic lecture and active learning sessions utilizing a flipped classroom model to facilitate learning [4,8,9]. The course was graded as pass/fail as per institutional policy, with class attendance and completion of group and individual presentations necessary to pass the course.…”

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Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education

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Expanding Global Access to Neurology Education

2021

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Neurological disorders are among the leading causes of death and disability worldwide. 1 The burden of neurologic disease is expected to grow in the coming years as the population ages, leading to a worsening shortage of neurologists. 1,2 Although there are nearly 5 neurologists per 100 000 population in high-income countries, there are just 3 per 10 million in low-income countries. 2 This dearth of neurologists limits patient access to specialist care, overburdens neurologists, and relies on general practitioners to evaluate and treat patients with neurological conditions, despite limited neurology training. 3 Improving access to neurologic care requires urgent pedagogical solutions to inspire and diversify the pipeline of future neurologists and to augment the neurology knowledge base of frontline nonneurologist clinicians globally. The emergence of freely available online educational initiatives holds promise for improving global access to engaging, clinically oriented neurology resources.Just as the COVID-19 pandemic led to increased use of preexisting telemedicine infrastructure to expand access to neurologic care, neurology educational initiatives have drawn on the power of online platforms to increase the reach of teaching that was previously only available to local learners. Examples of digital neurology education innovations have included crossinstitutional online neurology resident lectures, 4 the 2021 American Academy of Neurology annual meeting (which was held virtually and made freely available to students), podcasts, and teaching on social media platforms, such as Twitter. Advantages of virtual education include flexibility to adapt to physical distancing protocols and availability to a global audience. However, although these online resources have increased global access to neurology education, several barriers to broader impact remain.One barrier is the predominant pedagogical method. Nearly all online neurology educational resources are lectures or interviews with experts, which only allow for passive learning. Active learning allows for increased student engagement and emphasizes deep understanding and application of knowledge over rote memorization. 5 The incorporation of active learning in neurology education has been identified as a strategy to increase student interest in and understanding of neurology by demonstrating the connections between basic neuroscience and clinical neurology. 6 Although active learning strategies, such as flipped classroom and problem-based learning, are increasingly used in medical school curricula, there are few reports of this in neurology curricula and online medical resources where passive learning strategies are most commonly used. 7 Another barrier is global accessibility.

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Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Cited by 28 publications

References 32 publications

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education

Expanding Global Access to Neurology Education

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