A Flipped Classroom Pilot in Neonatal Mechanical Ventilation.

Area of Science:

• Medical Education
• Neonatalogy
• Critical Care

Background:

• Pediatric residents require robust training in mechanical ventilation (MV) for critically ill neonates.
• Current training methods face challenges due to competing demands, varied learner levels, and topic complexity, leading to inconsistent education.
• A blended learning approach, specifically a flipped classroom, has not been previously described for neonatal MV training.

Purpose of the Study:

• To design, implement, and evaluate a flipped classroom curriculum for pediatric residents in neonatal mechanical ventilation.
• To assess the impact of this novel educational strategy on knowledge acquisition and retention.
• To explore learner experiences and perceived benefits of the flipped classroom model.

Main Methods:

• Utilized Kern's six-step framework for curriculum development.
• Implemented a blended learning approach with prework (animated whiteboard videos) and in-person bedside sessions.
• Employed mixed-methods evaluation including knowledge tests (pre, post, 6-month follow-up), surveys, and focus groups.

Main Results:

• Twenty-six pediatric residents participated, showing significant knowledge score increases from 51% at baseline to 82% immediately post-course and 90% at six months (P < 0.001).
• Learners found the curriculum meaningful, highlighting design elements, technology, and instructor factors.
• Reported unexpected benefits included enhanced professional identity, interdisciplinary communication, and contribution to a culture of safety.

Conclusions:

• The flipped classroom curriculum effectively improved and sustained knowledge in neonatal MV for pediatric residents.
• This approach aligned with resident roles, provided meaningful learning, and improved access to quality education.
• Animated whiteboard technology within a flipped classroom model shows promise for complex graduate medical education topics.