Abstract: SA-PO181
The Electrolyte Club: A Flipped Hyponatremia Curriculum for Internal Medicine Residents to Promote Integration of Sodium and Water Physiology into Clinical Care
Session Information
- Educational Research
October 27, 2018 | Location: Exhibit Hall, San Diego Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 800 Educational Research
Author
- Rondon Berrios, Helbert, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, United States
Background
Decreased interest in nephrology has been linked to perceptions that nephrology encompasses complicated and poorly taught subjects. The flipped classroom has emerged as an innovative teaching approach by encouraging higher-order thinking and active participation. We examined the effectiveness and acceptability of a flipped hyponatremia curriculum for Internal Medicine Residents with the goals of improving hyponatremia knowledge and confidence in applying basic sodium and water physiology into clinical care.
Methods
Residents rotating in the renal service at UPMC Presbyterian hospital from June 2017 to May 2018 were eligible to participate. Residents were excluded if they declined to participate or were unable to either attend all sessions or undergo assessment. Residents rotated in 4-wk blocks. Residents in a given block were assigned to either a standard curriculum (SC) or a flipped curriculum (FC). Each curriculum was applied 6 times during the year. Residents in FC were required to watch 2-3 video lectures before each session. For this purpose, 10 video lectures on hyponatremia were developed using Camtasia software. FC in-class activities consisted of four 45-min sessions with a facilitator that included a clicker quiz, time for questions, and case discussions. SC consisted of two 1-h chalk talks. Residents completed a pretest, a posttest, and a 5-point Likert scale survey at the end of each curriculum. Paired sample t-test was used to compare pretest and posttest scores within each curriculum and two-sample t-test was used to compare knowledge improvement (posttest-pretest) between the two curricula.
Results
Twenty-nine residents were included in the study. There was a significant knowledge improvement after both curricula. There was no difference in knowledge improvement between FC and SC (33±15.6% vs. 31.7±14.9% respectively, P=0.79). Residents in FC rated 4.5±0.6 their confidence in applying basic sodium and water physiology into patient care, 3.9±1.1 their preference for the flipped classroom model over the traditional lecture, and 4.4±0.6 their overall satisfaction with FC.
Conclusion
FC improved residents’ hyponatremia knowledge but was not superior to SC. FC improved resident confidence in applying basic sodium and water physiology into patient care. FC had a great acceptability among residents.