Flipping Traditional Learning Models

Residents and faculty were ready for a change. How could they improve their education curriculum, previously structured around daily, one-hour traditional lectures?

They turned to a flipped classroom curriculum model.

After a collaborative effort based on resident and faculty input, the Moran Ophthalmology Learning Experience (MOLE) committee in July 2020 launched a new flipped curriculum (see model diagram below) rooted in learning objectives, pre-work assignments, interactive learning activities, providing feedback to attendings, and regular meetings between residents and faculty on the MOLE committee.

MOLE committee members, including resident Brandon Kennedy, MD, Sravanthi Vegunta, MD, Rachel Simpson, MD, Griffin Jardine, MD, and Katherine Hu, MD, recently presented survey results showing that roughly two-thirds of residents and attendings prefer the flipped classroom style three years after implementation.

Among the Findings:

◗ Faculty reported that resident participation levels increased in post-flipped classroom lectures.

◗ Residents reported increased time spent preparing for flipped classroom lectures compared to traditional lectures.

◗ Yearly attendance rates also increased from 61.7% to 84.2%.

◗ Pre-work assignments preferred by residents included Basic and Clinical Science Course chapters with study guides or specific learning objectives and video recordings of lectures.

◗ Active learning techniques preferred by residents included case-based learning and oral boards-styled reviews.

Takeaway Points:

◗ A flipped classroom curriculum can improve faculty and resident satisfaction, lecture participation, and attendance.

◗ Feedback from residents and attendings is integral to continuing to make curriculum improvements.

Learn More

Scan or visit moraneye.link/edfocus-core for more information and resources on flipped classroom learning techniques.