key: cord-0703165-fcxsv6zu
authors: Beer, L.; Gray, M.; Carbajal, M.M.; French, H.; Vasquez, M.; Bauserman, M.; Bonachea, E.M.
title: “Megaflip”, a novel approach to national collaboration for flipped classroom education
date: 2020-06-02
journal: Acad Pediatr
DOI: 10.1016/j.acap.2020.05.027
sha: e64a8a0b45fcf57479f6506603c752163184bd2e
doc_id: 703165
cord_uid: fcxsv6zu

nan

Problem: The COVID-19 pandemic has created difficulties with execution of traditional didactic curricula. Programs have restricted in-person gatherings and increased use of work-from-home models. Essential staff involved in execution of didactics have also been subject to furlough. The pandemic has directly impacted facilitator health and time for preparing and delivering didactics; this impact has been highly variable across regions and institutions.

Despite these challenges, it is imperative that programs continue to deliver quality didactic education. The ACGME has issued statements indicating that "programs should continue to provide education to residents/fellows, when feasible, utilizing remote conferencing technology, web-based resources, and other innovative tools. 1 " Program directors need innovative approaches to ensure that didactics are held regularly, are high quality, and engaging to learners at a time of significant stress. Prior to their Megaflip experience, only 4.5% of respondents had previously participated in didactics with fellows from other programs. 73% felt the amount of active discussion was better than a typical educational session and 91% of respondents felt this model had good or great effectiveness for learning. No fellows reported technical difficulties with the online platform.

Next steps: As expertise and comfort with the online format grows, we anticipate that more programs will host and facilitate Megaflip sessions. Expanding the use of Megaflips on a national level will allow increased education across medical disciplines and content areas. We plan to continue this model beyond the pandemic given the opportunity for multicenter collaboration, reduced burden on faculty facilitators, and expanding fellow exposure to centerspecific innovations and practice patterns.

Stage 2: Increased Clinical Demands Guidance. ACGME Main Page

Flipping the classroom: a national pilot curriculum for physiology in neonatal-perinatal medicine