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E1410. Flipped Classroom Teaching in Radiology Resident Education: Multiyear Assessment of Resident Performance
Authors
  1. Ethan Bent; University of Washington
  2. Lei Wu; University of Washington
  3. Diana Lam; University of Washington
  4. Rishi Agrawal; Northwestern University
  5. Teresa Chapman; University of Washington
Objective:
Traditional radiology education predominantly consists of didactic lectures and workstation teaching which is associated with poor retention of knowledge(1, 2). Due to the ever increasing clinical demand and administrative burden faced by many academic radiologists, the need for more efficient and effective teaching has increased, particularly as radiology departments try to emerge from the backlog of delayed studies due to the COVID-19 pandemic(3). A potential solution may be flipped classroom teaching, which has shown positive results in radiology education (4-8), although prior studies only evaluated its effectiveness in the medical student setting rather than with resident education. At Institution A, flipped classroom teaching has been used consistently for PGY-2 residents in one rotation. While on this flipped rotation (FR), residents are assigned and prepare for specific daily teaching topics with in-person discussion of clinical cases by watching pre-recorded lectures which range from 10-30 minutes in length. This forces residents to integrate learned concepts and allows faculty to assess areas of weakness. The purpose of this study is to assess effectiveness of flipped classroom teaching for PGY-2 radiology residents by comparing resident performance on standardized exams (RadExam) at Institution A to that of another similar institution (Institution B), where flipped classroom is not used for FR.

Materials and Methods:
RadExam(9) scores from 5 different PGY-2 level CORE rotations were collected at both institutions from 7/1/2018 to 4/30/2020. At Institution A, the flipped classroom teaching model has been used consistently for one of the above core rotations (FR). The other rotations are referred to as traditional rotations (TR) 1 through 4. Paired t-test and 2-sample t-test were used for comparison of exam scores within institutions and between institutions, respectively. Survey scores for residents’ perception of educational value and efficient use of time for above rotations were also compared using the paired t-test.

Results:
During the study period, there were 14 residents at Institution A and 15 residents at Institution B who took the RadExam for FR. The average scores for FR were 80.9% (SD, 6.3%) at Institution A and 78.5% (SD, 6.1%) at Institution B (p=0.164). The pooled average scores for TR were 74.6% (SD, 6.8%) at Institution A and 74.7% (SD, 10.1%) at Institution B (p=0.468). At Institution A, the average score for FR was higher compared to TR (80.9% vs 74.6%, p<0.001). At Institution B, there was no difference between FR and TR (78.5% vs 74.7%, p=0.085). The perceived education value of FR was higher compared to TR (4.96 vs 4.85, p=0.017). No difference was observed in perception of efficient use of time between FR and TR (4.79 vs 4.66, p=0.11).

Conclusion:
Flipped classroom teaching is at least as effective as a traditional teaching model and it is associated with better resident performance on standardized exams at one institution. It is also associated with higher perceived educational value.