Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model

Introduction Prior studies have demonstrated poor guideline compliance by pediatricians, and there is no published curriculum on how to teach clinical guidelines. Furthermore, in a national survey of pediatric residency training programs conducted in 2015, only two had a formal curriculum for teachi...

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Autores principales:	Jaime Peterson, Drew Taylor Louden, Valerie Gribben, Rebecca Blankenburg
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2017
Materias:	Resident Education Editor's Choice Small-Group Learning Flipped Classroom Clinical Practice Guidelines Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/cbbe1d37abb2491382efedc9027e8d96
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spelling	oai:doaj.org-article:cbbe1d37abb2491382efedc9027e8d962021-12-03T14:16:32ZTeaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model10.15766/mep_2374-8265.105482374-8265https://doaj.org/article/cbbe1d37abb2491382efedc9027e8d962017-03-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10548https://doaj.org/toc/2374-8265Introduction Prior studies have demonstrated poor guideline compliance by pediatricians, and there is no published curriculum on how to teach clinical guidelines. Furthermore, in a national survey of pediatric residency training programs conducted in 2015, only two had a formal curriculum for teaching clinical guidelines. This module provides a framework for teaching residents clinical guidelines through a modified flipped classroom approach. Associated materials include a guide for faculty facilitators, sample slides and worksheet, and pictures of the classroom setup. Methods In this module, the guidelines for acute otitis media (AOM), obstructive sleep apnea syndrome (OSAS), and attention deficit-hyperactivity disorder (ADHD) are taught in three sessions and evaluated with a pre-/posttest assessing knowledge, attitudes, self-efficacy, and satisfaction. Each guideline is delivered in a 30-minute session, with five learners per group. Faculty training requires approximately 30 minutes of preparation. The intervention groups (n = 9 for OSAS, 10 each for AOM and ADHD) received three weekly, half-hour flipped classroom lessons. The control group (n = 19) had no formal guideline education. Results Pre-/posttests showed a statistically significant improvement in knowledge and attitudes in the group of interns who received this educational intervention over the control group. The learners rated the sessions as highly effective. Discussion This module provides an efficient and effective way of utilizing a modified flipped classroom approach to teach learners the correct use of clinical guidelines, a skill residents must master to provide evidence-based care. This curriculum has been successfully incorporated into our pediatric residency program.Jaime PetersonDrew Taylor LoudenValerie GribbenRebecca BlankenburgAssociation of American Medical CollegesarticleResident EducationEditor's ChoiceSmall-Group LearningFlipped ClassroomClinical Practice GuidelinesMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 13 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Resident Education Editor's Choice Small-Group Learning Flipped Classroom Clinical Practice Guidelines Medicine (General) R5-920 Education L
spellingShingle	Resident Education Editor's Choice Small-Group Learning Flipped Classroom Clinical Practice Guidelines Medicine (General) R5-920 Education L Jaime Peterson Drew Taylor Louden Valerie Gribben Rebecca Blankenburg Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
description	Introduction Prior studies have demonstrated poor guideline compliance by pediatricians, and there is no published curriculum on how to teach clinical guidelines. Furthermore, in a national survey of pediatric residency training programs conducted in 2015, only two had a formal curriculum for teaching clinical guidelines. This module provides a framework for teaching residents clinical guidelines through a modified flipped classroom approach. Associated materials include a guide for faculty facilitators, sample slides and worksheet, and pictures of the classroom setup. Methods In this module, the guidelines for acute otitis media (AOM), obstructive sleep apnea syndrome (OSAS), and attention deficit-hyperactivity disorder (ADHD) are taught in three sessions and evaluated with a pre-/posttest assessing knowledge, attitudes, self-efficacy, and satisfaction. Each guideline is delivered in a 30-minute session, with five learners per group. Faculty training requires approximately 30 minutes of preparation. The intervention groups (n = 9 for OSAS, 10 each for AOM and ADHD) received three weekly, half-hour flipped classroom lessons. The control group (n = 19) had no formal guideline education. Results Pre-/posttests showed a statistically significant improvement in knowledge and attitudes in the group of interns who received this educational intervention over the control group. The learners rated the sessions as highly effective. Discussion This module provides an efficient and effective way of utilizing a modified flipped classroom approach to teach learners the correct use of clinical guidelines, a skill residents must master to provide evidence-based care. This curriculum has been successfully incorporated into our pediatric residency program.
format	article
author	Jaime Peterson Drew Taylor Louden Valerie Gribben Rebecca Blankenburg
author_facet	Jaime Peterson Drew Taylor Louden Valerie Gribben Rebecca Blankenburg
author_sort	Jaime Peterson
title	Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
title_short	Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
title_full	Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
title_fullStr	Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
title_full_unstemmed	Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model
title_sort	teaching residents clinical practice guidelines using a flipped classroom model
publisher	Association of American Medical Colleges
publishDate	2017
url	https://doaj.org/article/cbbe1d37abb2491382efedc9027e8d96
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Teaching Residents Clinical Practice Guidelines Using a Flipped Classroom Model

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