A Flipped Classroom Model to Enhance Simulation Education for Percutaneous Renal Surgery

Area of Science:

• Medical Education
• Surgical Simulation
• Urology

Background:

• Traditional lectures are limited for technical skill acquisition.
• The flipped classroom (FC) model enhances knowledge retention but its effect on skill acquisition is unclear.
• Percutaneous nephrolithotomy (PCNL) requires specialized technical skills for effective renal access.

Purpose of the Study:

• To assess the feasibility of an FC model for teaching PCNL simulation.
• To evaluate learner perception of the FC model in a PCNL context.
• To determine the impact of FC on urology residents' confidence in obtaining percutaneous renal access.

Main Methods:

• Urology residents participated in an FC curriculum for PCNL simulation.
• Learners reviewed materials independently before in-person discussion and simulation activities.
• Pre-/post-simulation surveys measured skill confidence and perception of the FC model.

Main Results:

• Residents reported significantly increased confidence in all measures of percutaneous renal access (P < .01).
• Confidence gains were independent of prior PCNL experience.
• The FC model received high ratings for feasibility and effectiveness (mean scores 4.0-4.8).

Conclusions:

• The FC model is a feasible and highly effective method for teaching percutaneous renal access.
• FC significantly improves residents' confidence in PCNL skills, regardless of prior experience.
• Learner perception of the FC model for surgical simulation is highly positive.