• Eunicia Tan, Andrew Brainard, and Gregory L Larkin.
• Department of Emergency Medicine, Middlemore Hospital, Counties Manukau Health, Auckland, New Zealand.
• Emerg Med Australas. 2015 Oct 1; 27 (5): 453-9.

ObjectiveTo evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine.MethodsOur department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey.ResultsFeedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities.ConclusionThe flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching.© 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

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