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

• Published in: Journal of critical care 2025-04, Vol.86, p.154986, Article 154986
• Main Authors: Scholte, Johannes B.J., Strehler, Johannes C.
• Format: Article
• Language: English
• Subjects: Blended learning; Feasibility; Flipped classroom; Intensive care medicine; Learning motivation; Medical education; Mixed methods; Self-directed learning
• ISSN: 0883-9441; 1557-8615; 1557-8615
• DOI: 10.1016/j.jcrc.2024.154986

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. 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. 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