The US needs to prepare to introduce the novel oral polio vaccine

Introduction

Delivering the flipped classroom model for UK postgraduate medical education has been challenging. The ‘Advance’ training platform using a combination of flexible and scheduled web-based content that can be accessed remotely as archive material or real-time. The ‘Advance’ platform has been used to deliver a MSc programme for Advanced Paediatric and Neonatal Practitioners (APNP). ‘Advance’ offers many training benefits that would appear to readily translate to the Specialist Trainee Education Programme (STEP) in Paediatrics.

Aim

To develop a toolkit to utilise the shared components of the APNP MSc Programme and define the new components required to develop STEP Paediatrics for postgraduate medical education ST1–5

Methods

All the individual components of the APNP MSc Programme were reviewed and cross checked for curriculum compatibility and suitability for the STEP 1 (ST1–3) and STEP 2 (ST4–5) programmes. This was led by a team from the paediatric regional education committee. The need for new materials was assessed. Opportunities for generating new components were identified. Special requirements (eg subspecialty paediatrics and support for transitioning to Tier 2 responsibilities) were addressed separately. This information was used to generate a series of pilot programmes to incorporate in the first year of evaluation. Evaluation protocols were developed using the APNP MSc Programme feedback data.

Results

The toolkit included a summary of the key individuals/institutions needed for implementation. Approximately 35% of the MSc programme components could be directly transferred to STEP1–3 programme and 10% to STEP 2. Specialist programme pilots for pre-ST1 teaching course, neonatology (STEP 2) and return to work were developed. The student feedback indicated flexibility of online resources and being able to access/contribute to live scheduled teaching sessions online were important. A memorandum of understanding between the ‘Advance’ programme formalised the equipment and software required for secure online access. The local education team were trained in generating course materials incorporating the technology into the existing programme. Consent processes were developed to cover the legal aspects of filming individuals teaching sessions.

Conclusion

A comprehensive toolkit has been developed to implement a flipped classroom model of postgraduate medical education in paediatrics using the highly flexible blended learning ‘Advance’ training platform.