• Susan M Martinelli, Fei Chen, Amy N DiLorenzo, David C Mayer, Stacy Fairbanks, Kenneth Moran, Cindy Ku, John D Mitchell, Edwin A Bowe, Kenneth D Royal, Adrian Hendrickse, Kenneth VanDyke, Michael C Trawicki, Demicha Rankin, George J Guldan, Will Hand, Christopher Gallagher, Zvi Jacob, David A Zvara, Matthew D McEvoy, and Randall M Schell.
• J Grad Med Educ. 2017 Aug 1; 9 (4): 485-490.

Background In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions.Objective We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach.Methods We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention.Results Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001).Conclusions The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

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