A “Resident-as-Teacher” Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective?

PROBLEMThe Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour res...

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Bibliographic Details
Published in:	Academic medicine Vol. 92; no. 4; pp. 511 - 514
Main Authors:	Chokshi, Binny D., Schumacher, Heidi K., Reese, Kristen, Bhansali, Priti, Kern, Jeremy R., Simmens, Samuel J., Blatt, Benjamin, Greenberg, Larrie W.
Format:	Journal Article
Language:	English
Published:	United States by the Association of American Medical Colleges 01-04-2017
Subjects:	Curriculum Education, Medical, Graduate - methods Formative Feedback Humans Internship and Residency Pediatrics - education Self Efficacy Teaching - education
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Summary:	PROBLEMThe Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. APPROACHIn 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions. The curriculum included four 1-hour workshops focusing on adult learning principles, giving feedback, teaching a skill, and orienting a learner. Each workshop, preceded by independent reading, featured peer co-teaching, application, and feedback. The authors evaluated the curriculum using pre- and postworkshop objective structured teaching examinations (OSTEs) and attitudinal and self-efficacy teaching questionnaires. OUTCOMESResidents demonstrated statistically significant improvements in performance between pre- and postworkshop OSTEs on each of three core skillsgiving feedback (P = .005), orienting a learner (P < .001), and teaching a skill (P < .001). Residents expressed positive attitudes surrounding teaching on the retrospective pre–post attitudinal instrument (P < .001) and rated themselves as more effective teachers (P < .001) after the training. NEXT STEPSThe authors have demonstrated that the flipped classroom approach is an efficient and effective method for training residents to improve teaching skills, especially in an era of work hour restrictions. They have committed to the continuation of this curriculum and are planning to include assessment of its long-term effects on resident behavior change and educational outcomes.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1040-2446 1938-808X
DOI:	10.1097/ACM.0000000000001534