The Feasibility of Incorporating a Flipped Classroom Model in an Anesthesia Residency Curriculum-Pilot Study

Area of Science:

• Medical Education
• Anesthesiology Residency Training

Background:

• Medical education is shifting towards learner-centered strategies to boost student engagement.
• The Flipped Classroom (FC) model integrates online and face-to-face learning, addressing time constraints in medical training.
• Limited studies explore FC implementation and resource use in anesthesia residency.

Purpose of the Study:

• To assess the feasibility of integrating the FC model into anesthesia residency didactic curricula.
• To evaluate resident and faculty perceptions of learning quality and engagement with the FC model.

Main Methods:

• A qualitative study was conducted with Post Graduate Year 2 (PGY2) anesthesia residents.
• One monthly didactic session adopted the FC format, while others used traditional lectures.
• Post-session surveys collected learner and teacher feedback on the FC model's effectiveness.

Main Results:

• Nineteen residents and 10 faculty participated over 10 months.
• A majority of residents preferred the FC format and enjoyed group work.
• Faculty reported higher student interaction and learning in FC sessions.

Conclusions:

• The FC model is a feasible solution for enhancing anesthesia residency didactic sessions.
• Implementing the FC model can improve both learning and interaction for residents and faculty.
• Evidence-based strategies are crucial for addressing challenges in medical education.