244 - Identification of Best Practices for Flipped Classroom Facilitation in Graduate Medical Education

Poster Number: 244
Publication Number: 244.418

Margarita M. Vasquez, The University of Texas Health Science Center at San Antonio Joe R. and Teresa Lozano Long School of Medicine, San Antonio, TX, United States; Rita Dadiz, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States; Megan Gray, University of Washington School of Medicine, Seattle, WA, United States; Alison J. Falck, UCSF Benioff Children's Hospital San Francisco, Carmel, CA, United States; Kirsti Martin, UMass Memorial Children's Medical Center, Worcester, MA, United States; Heather French, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, United States

Background: Effective flipped classroom (FC) education fosters learner engagement, promoting high-level cognitive skills. FC learning opportunities are increasing in graduate medical education (GME), but many educators have little experience with FC facilitation. There are no evidence-based practices to support professional development of FC facilitation skills in GME.

Objective: To identify best practices to promote effective FC facilitation in GME.

Design/Methods: Neonatology faculty (educators) and fellows (learners) who recently completed a national FC study were recruited to participate via email. Study participants were asked to complete an anonymous 20-question survey via REDCap about effective strategies for FC facilitation using Likert scale ratings, multiple-choice options, and free-text responses. Survey responses are reported as percentages. Free-text survey responses were coded and analyzed for themes using principles of grounded theory.

Results: 75 educators and 48 learners responded to the survey (Nf123/340, 36% response rate). Respondents participated in a mean of 6 FC sessions prior to completing this survey and noted that prior facilitation experience is not essential for effective FC facilitation. 75% of learners reported that educators had good or excellent preparation for FC sessions despite most educators (89%) reporting little to no experience facilitating a FC. 57% of educators report that experience with simulation debriefing or problem-based learning sessions provides foundational skills in facilitating learning and encouraging peer teaching important in FCs. 53% of respondents note that unprepared learners disrupt the learning environment. Educators can improve learner FC preparation by sending reminders, providing adequate time to complete pre-work, and reviewing professionalism expectations for preparation. Most respondents (85%) note that facilitators should possess content expertise in FC subject matter highlighting the importance of educator preparation to facilitate learner discussion and engagement. Respondents note that the creation of a non-threatening learning environment, sensitive correction of misunderstanding, and encouragement of critical thinking and engagement/participation by all learners are the critical actions to facilitate effective FCs.Conclusion(s): Educators and learners highlight strategies and actions to promote effective FC facilitation. Further exploration through participant interviews will provide additional evidence towards the development of best practices and evaluation tools for FC facilitation.