Tracy D Eells, Kenneth G Lombart, Nicholas Salsman, Edward M Kendjelic, Carolyn T Schneiderman, Cynthia P Lucas
Expert reasoning in psychotherapy case formulation
Psychotherapy research : journal of the Society for Psychotherapy Research
pediatric residents frequently manage critically ill neonates limited systematic training mechanical ventilation mv competing demands varying learner levels topic complexity contribute inconsistent education blended learning approach may ideally suited achieve meaningful learning described topic learner design implement evaluate flipped classroom pediatric residents neonatal mv used kerns sixstep framework curricular development create flipped classroom curriculum neonatal mv individual prework included interaction six prerecorded animated whiteboard videos inperson learning occurred small groups bedside ventilated infant mixedmethods evaluation included surveys quantitative knowledge test scores immediately six months course completion qualitative analysis participant focus groups twentysix learners participated curriculum mean knowledge test scores rose sustained course completion 51 baseline 82 immediate posttest 90 retention p 0001 learners identified various design elements technology affordances instructor factors meaningful identified unexpected impacts curriculum beyond knowledge acquisition including effects professional identities interdisciplinary communication skills contribution culture safety curriculum aligned resident roles meaningful learners led longterm increases knowledge scores access quality education flipped classroom design using meaningful learning theory leveraging animated whiteboard technology may useful strategy highly complex topics graduate medical education