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Interdisciplinary Flipped Classroom: Methods and Modules

Background: To efficiently address the limitations on formal didactic time, we have developed a practical, interprofessional curriculum.

Methods: Following IRB exempt status, we piloted a low-fidelity, anesthesia designed module covering Anesthetic Concerns for a Surgical Pneumoperitoneum on OB/GYN residents, prior to their orientation to the robotic surgery system. One component was in lecture format, developed via power point with voice over. The second was an interactive case study. The residency director invited the residents to access the module which was accessible via a link in survey monkey and required 25 minutes to complete. A brief survey followed.

Results: 47% (8/17) of the residents accessed the module . 87.5% of respondents agreed or strongly agreed that the video presentation assisted with learning. 75% agreed or strongly agreed that they felt engaged with the educational material.  87.5% agreed or strongly agreed that the case portion of the didactic session allowed for application of the material and 75% of respondents felt they could apply the knowledge learned clinically. Yet only 50% of the respondents found the self-directed learning: 1) time saving, and 2) more satisfying than traditional learning.

Discussions: Didactic topics for OB/GYN residents can be developed interprofessionally and addressed efficiently through a flipped-classroom model.  While only half of the residents accessed the module, the vast majority found it helpful. But only half found the experience satisfying. Future steps will involve developing topics for anesthesia residents relevant to OB/GYN.

Topics: CREOG & APGO Annual Meeting, 2017, Resident, Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, GME, CME, Assessment, Lecture, Problem-Based Learning, Team-Based Learning,