Using the Flipped Classroom Model in Surgical Education: Efficacy and Trainee Perception

Area of Science:

• Medical Education
• Surgical Training
• Educational Technology

Background:

• Traditional lecture formats in surgical training may not optimize learner engagement or knowledge retention.
• The flipped classroom model offers a potential alternative by shifting didactic content delivery outside of conference time.
• Assessing the feasibility and impact of this model in surgical education is crucial for curriculum development.

Purpose of the Study:

• To evaluate the feasibility, efficacy, and learner perception of the flipped classroom model in surgical training conferences.
• To compare trainee preparedness and performance between flipped and traditional lecture formats.
• To gauge surgical trainees' acceptance and preference for the flipped classroom approach.

Main Methods:

• Faculty-created video lectures were distributed to surgical residents prior to conferences.
• Conference time was dedicated to case discussions and question-and-answer sessions.
• Pre-lecture quizzes assessed trainee preparedness, and qualitative surveys captured learner perceptions.

Main Results:

• Flipped classroom videos did not increase preparation time but significantly improved mean quiz scores (67% to 80%).
• Video utilization increased the proportion of trainees preparing for at least one hour (23% to 49%).
• 90% of respondents found videos very helpful, preferred the format, and would use them weekly.

Conclusions:

• The flipped classroom model is feasible, effective, and preferred by surgical trainees.
• This approach enhances learner preparation and quiz performance without increasing overall study time.
• The flipped classroom model shows promise for widespread adoption in surgical education, aligning with increasing technology use.