Academic Journal
Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators
| العنوان: | Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators |
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| المؤلفون: | Johnston, Lindsay C., Falck, Alison J., Vasquez, Margarita M., Dadiz, Rita, French, Heather, Izatt, Susan, Bonachea, Elizabeth, Karpen, Heidi E., Carbajal, Melissa M., Payne, Allison, Gillam-Krakauer, Maria, Gray, Megan M. |
| المساهمون: | American Academy of Pediatrics |
| المصدر: | American Journal of Perinatology ; volume 41, issue S 01, page e755-e764 ; ISSN 0735-1631 1098-8785 |
| بيانات النشر: | Georg Thieme Verlag KG |
| سنة النشر: | 2022 |
| الوصف: | Objective Academic physicians must teach elements in an Accreditation Council for Graduate Medical Education (ACGME)-mandated curriculum while balancing career development and clinical workload. Exploring educator perceptions on the learning environment and comparing two instructional methods (traditional didactics [TD] vs. flipped classroom [FC]) in one pediatric subspecialty may elucidate current challenges, barriers, and strategies to optimize learning and educator satisfaction. Study Design A randomized trial comparing effectiveness and learner preference for FC versus TD physiology teaching was conducted in ACGME-accredited neonatal-perinatal medicine (NPM) fellowship programs in 2018 to 2019. Educator preferences were elicited through online surveys pre- and postintervention. Free-text comments were provided for questions exploring strengths, challenges, and opportunities in fellowship education. Statistical analysis included comparisons of demographics and pre–post-intervention educator responses between groups. Thematic analysis of text responses was conducted to identify common subthemes. Results From 61 participating programs, 114 FC educators and 130 TD educators completed surveys. At baseline, all educators experienced professional satisfaction from teaching fellows, but noted challenges with time available to create and/or deliver educational content, limited content expertise amongst faculty, colleagues' limited enthusiasm toward educating fellows, and lack of perceived value of education by institutions given limited protected time or credit toward promotion. Postintervention, educators in both groups noted a preference to teach physiology using FC due to interactivity, learner enthusiasm, and learner-centeredness. FC educators had a 17% increase in preference to teach using FC (p = 0.001). Challenges with FC included ensuring adequate trainee preparation, protecting educational time, and providing educators with opportunities to develop facilitation skills. Conclusion Overall, NPM educators in a ... |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1055/a-1933-4893 |
| DOI: | 10.1055/a-1933-4893.pdf |
| الاتاحة: | http://dx.doi.org/10.1055/a-1933-4893 http://www.thieme-connect.de/products/ejournals/pdf/10.1055/a-1933-4893.pdf |
| رقم الانضمام: | edsbas.30E29218 |
| قاعدة البيانات: | BASE |
| DOI: | 10.1055/a-1933-4893 |
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