Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance

Background

Teaching intensive care medicine competencies poses challenges due to trainees' heterogenous backgrounds, shift schedules, and short rotations. To address these challenges, weekly flipped classroom modules (FCMs) were introduced, combining online preparation, control questions, and an on-site course co-facilitated by a trainee and an intensivist. This study aimed to evaluate the feasibility and acceptance of these FCMs.

Methods

This pre-post intervention study used a triangulated methodology. Learning management system (LMS) user data were analysed regarding preparation and mobile access. Pre- and post-surveys assessed trainees' perception of training formats, learning motivation, and preparation benefits using Likert scales. Open-ended responses were evaluated through content analysis.

Results

All 30 trainees accessed the LMS, with an average online participation rate of 78 %, higher among fellows (89 %) than residents (71 %). Mobile devices were used by 20 trainees (67 %), and over half of FCM activities were accessed this way. Training formats with FCMs scored significantly higher post-implementation. The FCMs scored 4.7 (SD = 0.5), outperforming other teaching formats (p < 0.04). Perceived learning motivation scores increased from 19.0 (SD = 4.5) pre-FCM to 23.8 (SD = 3.0) post-FCM (p < 0.001). Median perceived preparation benefit rose from 15 to 18 (p < 0.001). Trainees appreciated the flexibility, quality, variety of materials, and control question. Acknowledging FCMs as relevant starting point for acquiring fundamental ICU knowledge.

Conclusions

Weekly FCMs are both feasibly and well-accepted and may enhance learning motivation in intensive care training. Further multicentre and qualitative studies are recommended to validate their impact.