Abstracts

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E1619. Radiology of the Acute Abdomen: A Flipped Classroom Approach
Authors
  1. Christian Park; Penn State Milton S. Hershey Medical Center
  2. Peter Poullos; Stanford Medical Center
  3. Maunie Hayat; Stanford Medical Center
  4. Sukhbir Kaur; Stanford Medical Center
  5. Mary Dinh; Penn State Milton S. Hershey Medical Center
Background
A flipped classroom, interactive approach is a more effective and engaging learning model when compared with traditional methods. Students and trainees learn at their own pace in their own setting. They cover material on their own before class and consequently, class time is transformed into a more valuable dynamic, immersive, and interactive workshop.

Educational Goals / Teaching Points
Our educational goal is to teach medical students, radiology residents and non-radiology residents how to utilize and interpret radiologic studies in patients with various conditions that cause acute abdominal pain utilizing the latest technology and a flipped classroom model.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
Learn fundamentals of radiology in acute abdomen in diverse patient group in the ER Radiography CT MRI Ultrasound Use history, physical, and laboratory data to triage, protocol and interpret images. When the online site was first created, we began with a total of 11 topics, which we felt were the most import in the acute setting. Since that time, we have expanded the topics to a total of 18, including inflammatory bowel disease. The expansion of topics allows for even more inclusion of any pathologies that one may find in the acute setting, which makes the modules more relatable to a broader audience, such as GI or Nephrology. We hope to continue this expansion as we obtain more cases so that it can be a reference for any specialty interested in learning more about associated disease processes.

Conclusion
The flipped classroom approach takes advantage of student's desire for "on your own" learning, and uses valuable face-to-face time for interactive discussions rather than "information dump." The ability to go through unknown cases on your own with immediate video explanations is highly engaging. The role-play puts their interpretive skills to the test, and also forces them to think deeply and carefully consider options while making decisions. Although creating content can be time-consuming, it is worth it. If you have money to hire an instructional designer, that is extremely helpful. Try it at your institution!