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Can J Neurol Sci. 2018 Jan;45(1):76-82. doi: 10.1017/cjn.2017.234. Epub 2017 Sep 18.

Implementation of a "Flipped Classroom" for Neurosurgery Resident Education.

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1
Department of Neurosurgery,University Hospitals Cleveland Medical Center,Cleveland,Ohio,USA.

Abstract

INTRODUCTION:

Engaging residents across a multiyear training spectrum is challenging given the heterogeneity of experience and limited time available for educational activities. A "flipped classroom" model, in which residents prepare ahead of time for mentored topic discussions, has potential advantages.

METHODS:

We implemented a curriculum consisting of topics distributed across the specialty. Weekly, each resident was randomly assigned to research a specific aspect of an assigned topic appropriate to his or her level of experience: junior residents about what characterizes each clinical entity, midlevel residents about when to intervene, and chief residents about how to administer treatment. Residents completed an anonymous survey 6 months after implementation. Board examination performance was assessed before and after implementation.

RESULTS:

A total of 12 residents participated in the program. Weekly, 1.75±0.40 hours were spent in preparation, with senior residents reporting less time than junior residents. All residents indicated that the accumulation of experience across 7 years of residency was a major advantage of this program, and all preferred it to lectures. Performance on the board examination significantly increased after implementation (from 316±36 to 468±45, p<0.05).

CONCLUSIONS:

The flipped classroom is a viable approach to resident education and is associated with increased engagement and improved performance using validated knowledge-assessment tools.

KEYWORDS:

Medical education research; Small-group teaching; Teaching methods

PMID:
29280690
DOI:
10.1017/cjn.2017.234
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