• R C Chick, A M Adams, K M Peace, P M Kemp Bohan, I R Schwantes, G T Clifton, D Vicente, B Propper, T Newhook, E G Grubbs, B K Bednarski, and T J Vreeland.
• US Army Brooke Army Medical Center, San Antonio, Texas.
• J Surg Educ. 2021 Nov 1; 78 (6): 1803-1807.

ObjectiveTo describe the feasibility, efficacy, and learner perception of the flipped classroom model for teaching conferences within surgical training programs.DesignFor the flipped classroom conferences, video lectures were prepared by a faculty member, and sent to all attendees at least 2 days prior to lecture. The conference time was then spent going over cases and questions, rather than traditional lecture. We conducted a qualitative survey to assess learner's perceptions and pre-lecture quizzes to assess trainee preparedness.SettingThe comparison of pre-conference quizzes between flipped classroom and traditional models was carried out at Brooke Army Medical Center (BAMC) in San Antonio, TX, a tertiary care facility with a general surgery residency program. The survey was conducted at BAMC and within the Complex General Surgical Oncology fellowship program at University of Texas MD Anderson Cancer Center, where a flipped classroom model was similarly employed.ParticipantsSurgical residents BAMC participated in pre-lecture quizzes. BAMC residents and MD Anderson fellows were invited to complete the online survey.ResultsLecture videos did not increase mean preparation time (1.53 vs. 1.46 hours without vs. with video, p = 0.858), but did increase mean quiz scores from 67% to 80% (p = 0.031) with 32/35 learners utilizing videos. Videos increased the proportion of learners who self-reported preparing at all from 42% to 95% (p = 0.28), and preparing for at least one hour for conference from 23% to 49% (p = 0.014). Of survey respondents, 90% said videos were very helpful, 90% would use them weekly if available, and 90% prefer this format to traditional lecture.ConclusionsUtilization of a flipped classroom method was well received and preferred by surgical trainees, and it increased performance on pre-conference quizzes without increasing preparation time. Although creation of video lectures is work-intensive for lecturers, these results suggest it is more effective for learner preparation. These results could be generalizable to surgical residents nationwide as technology utilization increases in surgical education.Copyright © 2021 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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