Abstracts

Rationale:
We implemented a flipped-classroom resident epilepsy curriculum. Flipped-classroom is an instructional paradigm where pre-learning occurs prior to formal meeting times, which are reserved for knowledge application and exploration. This learning environment offers several benefits over classic lecture, as it facilitates self-learning and knowledge application rather than simply disseminating facts.
Method:
7-flipped classroom learning experiences were developed for core topics in epilepsy management. Each learning experience had assigned pre-learning dependent on PGY-level: an educational video (PGY2 but all-encouraged), review of assigned articles (PGY3), and review of cases for meeting discussion (PGY4). Educational videos were recorded via screen record function on a macbook computer and subsequently distributed to the residents via an open-access YouTube channel. During the formal meetings, residents applied knowledge to mock clinical case scenarios which were facilitated by PGY-4 learners and supplemented by epilepsy fellows and attendings. Pre and post confidence levels across different epilepsy management concerns (1 extremely unconfident to 10 expert level confidence) were obtained per individual learner. Primary outcomes were number of educational opportunities, defined as the summation of formal meeting attendance and the number of video views, as well as confidence to manage various clinical aspects of epilepsy.
Results:
In the previous academic year, there were a total of 42-educational opportunities across 7 lectures.  The number of educational opportunities with the flipped classroom design increased to 180. Number of educational opportunities were relatively consistent overtime, though video-views decreased over time while meeting attendance increased. Enhanced participation translated into higher level of confidence following the completion of the restructured curriculum. Mean pretest confidence levels across PGY-level was 4.1. The average increase in confidence per individual learner was 2.6 points, with average post-test confidence levels of 6.7. For reference, the prior year’s upper level residents reported an overall confidence level of 4.6/10.
Conclusion:
This preliminary data suggests flipped-classroom methodology is feasible for neurology resident epilepsy education. Strengths of this intervention include ease of access for self-learning, graduated learning environment, and creation of enduring materials. Areas for future study include duration of video view, as well as continued longer-term follow-up to assess meaning of drop of view rate over time. Finally, this methodology can allow for asynchronous learning and is adaptable to virtual learning platform which is a means to continue education during times of social distancing.
Funding:
:No sources of funding.