Implementing a Virtual Flipped Classroom in a Rheumatology Fellowship Program.

Area of Science:

• Medical Education
• Rheumatology Fellowship Training
• Active Learning Strategies

Background:

• Active learning opportunities in graduate medical education are often underutilized.
• There is a need to enhance teaching methodologies in rheumatology fellowship programs.

Purpose of the Study:

• To evaluate if active learning strategies increase following a faculty development workshop.
• To assess the impact of transitioning rheumatology fellowship didactics to a virtual flipped classroom model.

Main Methods:

• Baseline active learning scores were measured using a cognitive learning theory assessment tool.
• A faculty development workshop introduced active teaching strategies and the flipped classroom model.
• Active learning scores were compared pre- and post-intervention in a virtual setting.

Main Results:

• Active learning scores significantly increased in 14 out of 16 lectures (P < 0.001).
• The mean active learning score increased by 4.7 points (95% CI 2.3-7.2).
• Faculty satisfaction remained high despite initial hesitancy towards virtual teaching.

Conclusions:

• A virtual flipped classroom effectively enhanced active learning strategies in rheumatology curriculum.
• The transition to a virtual environment was largely positive for both faculty and fellows.
• Faculty reported high satisfaction and a largely positive experience with the virtual classroom.