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 facult

SUBMITTER: Martinelli SM 

PROVIDER: S-EPMC5559245 | biostudies-literature | 2017 Aug

REPOSITORIES: biostudies-literature