Impact of Standardized Instructional Method on Learner Perceptions, Preferences, and Classroom Experience in a National GME Curriculum

Background: Active, learner-centric educational methods in graduate medical education are infrequently used despite evidence suggesting they are more effective for adult learners. The Organization of Neonatal-Perinatal Medicine (NPM) Training Program Directors developed a National Neonatology Curriculum to teach neonatal physiology incorporating andragogic principles. Using American Board of Pediatrics content specifications, NPM faculty developed peer-reviewed online videos and discussion guides for flipped classroom (FC) sessions. Objective: To determine NPM fellow (learner) preferences for FC vs. TD modalities in a large, randomized controlled trial. We hypothesized that fellows would prefer FC compared to TD. Methods: NPM fellowships were prospectively cluster randomized to FC or TD …