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The flipped classroom model enhances continuing education for advanced practice providers by promoting active engagement. This learner-centered approach improves knowledge application in practice, moving beyond traditional lecture-based methods.

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Area of Science:

  • Medical Education
  • Pedagogy in Healthcare
  • Continuing Professional Development

Background:

  • Continuing education (CE) for advanced practice providers often relies on traditional, teacher-centered lectures.
  • Current CE methods may not effectively translate knowledge into practical skills for healthcare professionals.
  • There is a need for innovative pedagogical approaches in advanced practice provider CE.

Purpose of the Study:

  • To describe the successful implementation of a flipped classroom model in a CE offering for emergency nurse practitioners.
  • To advocate for the adoption of interactive, learner-centered strategies in continuing education for healthcare providers.
  • To highlight the benefits of active engagement in translating knowledge to practice within CE.

Main Methods:

  • A flipped classroom pedagogical approach was utilized for a CE program.
  • Learners engaged with foundational content independently before in-person sessions.
  • Interactive activities and case-based discussions were central to the in-person sessions.

Main Results:

  • The flipped classroom approach fostered active engagement among emergency nurse practitioners.
  • Participants demonstrated enhanced translation of learned concepts into practical application.
  • The model proved effective in a real-world CE setting for advanced practice providers.

Conclusions:

  • The flipped classroom is a viable and effective learner-centered strategy for advanced practice provider CE.
  • Interactive pedagogical methods can significantly improve knowledge application in clinical practice.
  • Further research into flipped classroom models for diverse CE audiences is warranted.