eCriticalcare.org – Resident Education using mobile Apps and a flipped classroom
CCCF ePoster library. Khosravani H. Oct 27, 2015; 117385; P88
Houman Khosravani
Houman Khosravani
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Abstract
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P88


Topic: Education Science


eCriticalcare.org – Resident Education using mobile Apps and a flipped classroom



Houman Khosravani, R. Arntfield

Critical Care, Western University, London, Canada | Critical Care & Division of Emergency MedicineDepartment of Medicine, Western University, London, Canada

Introduction:

ICU rotations play a vital role in resident-physician curriculums by exposing trainees to resuscitation & acute medical care but also effective teamwork and communication. Delivering high-yield medical education to rotating residents faces challenges such as: diverse trainee backgrounds, time constraints/scheduling conflicts, delivery of tacit knowledge not to mention the, at times, overwhelming complex environment of an intensive care unit. With technological advancements and ubiquity of mobile computing, education can start early, delivered and consumed before the start of rotation, and continued throughout – this model if that of a “flipped classroom”.



Objectives:

To develop an App-based, mobile platform, flipped classroom for rotating trainee education in the ICU. In addition, assess knowledge delivery and technical feasibility of an App-based classroom resource and identify both advantages and disadvantages of this approach as compared to conventional didactic teaching.



Methods:

An initial survey of needs was performed. ICU residents, fellows, and consultants were surveyed on a list of topics that they felt would be of utility in a flipped-classroom setting. A series of 5 podcasts were developed based on a subset of highly ranked topics. In addition, trainees were granted access to a library of PDF files on high-yield topics. Over 4 blocks, residents across two ICU sites in London were educated using Google’s education platform on a variety of their own mobile devices. A post-rotation survey was used to assess satisfaction, knowledge delivery, future topic requests, and effectiveness of the flipped classroom.



Results:

Over 4 blocks, 31 residents (52%) responded to post-rotation surveys, mostly PGY2 (42%) trainees. Trainees from two main ICUs responded with equal rates of uptake. 80% of trainees who responded used or attempted to use the resource with 10% reporting technologic difficulty accessing the material. Of the respondents, 33% self-reported 2 hrs of use, 22% 3 hrs, and 11% 5hrs or greater. Trainees identified didactic teaching as beneficial alongside the flipped-classroom.



Conclusion:

A mobile App-based classroom, based on Google’s cloud solutions was an effective flipped-classroom modality. Technical challenges in terms of access remain for some individuals. In addition, didactic teaching continues to be desirable alongside this modality of education delivery.



References: 1. ecriticalcare.org
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