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J Grad Med Educ. 2017 Aug;9(4):485-490. doi: 10.4300/JGME-D-17-00128.1.

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

Abstract

BACKGROUND :

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions.

OBJECTIVE :

We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach.

METHODS :

We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention.

RESULTS :

Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001).

CONCLUSIONS :

The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

PMID:
28824763
PMCID:
PMC5559245
DOI:
10.4300/JGME-D-17-00128.1
[Indexed for MEDLINE]
Free PMC Article

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