Beyond medical knowledge: a didactic curriculum focused on knowledge, wisdom, and application.

Area of Science:

• Medical Education
• Surgical Training
• Curriculum Development

Background:

• Traditional didactic lectures offer passive learning, which is less effective than active learning.
• Faculty often prefer traditional lectures, creating a barrier to implementing active learning strategies.
• Improving resident learning environments and educational outcomes is crucial for effective surgical training.

Purpose of the Study:

• To evaluate the impact of a flipped classroom curriculum with case-based learning on neurosurgery residents.
• To assess improvements in the learning environment, educational outcomes, and faculty engagement.
• To determine the effectiveness of active learning strategies in residency education.

Main Methods:

• Redesigned the neurosurgical didactic curriculum using a flipped classroom and case-based learning model.
• Tracked trends in Accreditation Council for Graduate Medical Education (ACGME) Resident Surveys from 2022-2023.
• Conducted resident participant surveys to evaluate learner satisfaction and the learning environment.

Main Results:

• 66% of residents rated the new format in the top third of their educational experiences.
• Positive trends were observed in the balance of service and education, protected learning time, and faculty engagement.
• Resident surveys indicated improved perceptions of the learning environment and educational outcomes.

Conclusions:

• The flipped classroom model positively impacts residents' perceptions of the learning environment and educational outcomes.
• This innovative educational model enhances faculty engagement in residency programs.
• The flipped classroom approach is a promising strategy for advancing the quality of surgical residency education.