Implementing the "Flipped Classroom" on a Gynecologic Oncology Service.

Abstract

Objective: To determine the impact of a new cur- riculum based on the "flipped classroom" model on the gynecologic oncology (gyn onc) section of the annual in-service examination for residents in obstetrics and gynecology.

Study design: We intro- duced a curriculum focused on a weekly topic for teach- ing the residents on the gyn onc service in January of 2009. We compared the over- all mean gyn onc-specific percent-correct scores on the in-service examination be- fore (1999-2009) and after (2010-2011) the implemen- tation of the curriculum using linear regression to estimate the mean percentage point change and 95% confidence interval, adjusting for clustering by residents.

Results: Our analysis included 90 residents (73 females and 17 males), which yielded 295 scores for analysis. We found a significant increase of 6.5 per- centage points (95% CI 3.5-9.6) in the gyn .onc mean percent correct for all postgraduate year levels combined after initiation of our curriculum. During that same period the overall in-service examination percent-correct scores did not significantly change.

Conclusion: Our curriculum,focusing on a weekly topic, resulted in improve- ment in in-service exam- ination scores. This type of curriculum could be applied to other areas of resident edu- cation within obstetrics and gynecology.