title: The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program.
abstract: BACKGROUND
  A "flipped classroom" educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum.
  
  
  METHODS
  We evaluated residents' impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format.
  
  
  RESULTS
  For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%-99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%-99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%-100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents' understanding of concepts and provide feedback were advantages.
  
  
  CONCLUSIONS
  Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents.
authors.affiliation: Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California.
authors.forename: Timothy P
authors.initials: TP
authors.lastname: Young
authors.affiliation: Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California.
authors.forename: Caleb J
authors.initials: CJ
authors.lastname: Bailey
authors.affiliation: Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California.
authors.forename: Mindi
authors.initials: M
authors.lastname: Guptill
authors.affiliation: Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California.
authors.forename: Andrea W
authors.initials: AW
authors.lastname: Thorp
authors.affiliation: Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California.
authors.forename: Tamara L
authors.initials: TL
authors.lastname: Thomas
mesh_terms: D001291:Attitude of Health Personnel; D002140:California; D002983:Clinical Competence; D003479:Curriculum; D004635:Emergency Medicine / Q000193:education*; D005180:Faculty, Medical; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D017145:Models, Educational; D010549:Personal Satisfaction; D013337:Students, Medical; D011795:Surveys and Questionnaires