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Flipping the classroom: a national pilot curriculum for physiology in neonatal–perinatal medicine

Journal of Perinatology volume 38, pages 1420–1427 (2018)Cite this article

Subjects

Abstract

Objective

To explore interest, feasibility, perceived effectiveness, and acceptability of a standardized, national physiology curriculum for neonatal–perinatal medicine (NPM) fellows using online videos for knowledge acquisition paired with flipped classrooms (FCs) for knowledge application.

Study design

Two educational programs pairing online videos with FCs were developed and peer-reviewed. These programs were piloted at five institutions. Fellows completed surveys, and fellows and educators participated in focus groups after their FC experiences.

Results

Thirty-five fellows responded to the survey. Forty-one fellows and six educators participated in focus groups. Fellows and educators preferred online videos paired with FCs over didactic teaching and perceived them to be effective for knowledge acquisition and application.

Conclusion

Fellows and educators preferred FC learning over traditional didactics and reported that FCs facilitated creation of a learning community, fostering active learning. The favorable response toward this pilot project and the feasibility of its use supports further development of a standardized NPM physiology curriculum for fellowship training.

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Acknowledgements

The authors would like to acknowledge ONTPD and MedEd On The Go for their support of this project. We are thankful that the AAP journal NeoReviews has given us permission to use questions from their CME articles and case stems from their Index of Suspicion cases. In addition, we extend our thanks to Dara Brodsky, MD, and Camilia Martin, MD, the editors of the book Neonatology Review: Q&A 3rd edition who have provided permission to use questions from their book.

Author information

Authors and Affiliations

  1. Division of Neonatology, The Children’s Hospital of Philadelphia, Philadelphia, PA, USA

    Heather French

  2. Division of Neonatology, University of Washington School of Medicine, Seattle, WA, USA

    Megan Gray

  3. Division of Neonatology, Vanderbilt University Medical Center, Nashville, TN, USA

    Maria Gillam-Krakauer

  4. Division of Neonatology, Nationwide Children’s Hospital, Columbus, OH, USA

    Elizabeth M. Bonachea

  5. Division of Neonatology, Baylor College of Medicine, Houston, TX, USA

    Melissa Carbajal

  6. Division of Neonatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA

    Allison Payne

  7. Division of Neonatology, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA

    Margarita M. Vasquez

  8. Division of Neonatology, University of Texas Southwestern, Dallas, TX, USA

    Laura Rubinos

  9. Division of Neonatology, University of Maryland School of Medicine, Baltimore, MD, USA

    Alison Falck

  10. Division of Neonatology, Duke University Medical Center, Durham, NC, USA

    Susan Izatt

  11. Division of Neonatology, University of Rochester Medical Center, Rochester, NY, USA

    Rita Dadiz

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  1. Heather French
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Corresponding author

Correspondence to Heather French.

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French, H., Gray, M., Gillam-Krakauer, M. et al. Flipping the classroom: a national pilot curriculum for physiology in neonatal–perinatal medicine. J Perinatol 38, 1420–1427 (2018). https://doi.org/10.1038/s41372-018-0185-9

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  • DOI: https://doi.org/10.1038/s41372-018-0185-9

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