Flipping the Culture, not just the Classroom: Leadership Lessons from a Residency Curriculum Redesign

This commentary highlights the transformative journey of implementing a flipped, problem-based learning curriculum within an internal medicine residency program. Initially met with resistance from both faculty and residents accustomed to traditional lecture-based learning, the experience underscored the critical role of leadership in driving culture change. Despite the challenge, a comprehensive redesign, including 75 new PBL sessions and faculty development, yielded significant improvements: higher in-training exam scores and increased first-time board pass rates. The key takeaway emphasizes that successful curricular reform in graduate medical education requires a commitment to active learning, investment in faculty facilitation skills, and a data-driven approach to demonstrate positive outcomes. Shifting from lecture-based to active learning environments empowers learners and prepares them for self-directed learning and independent practice.