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Building Your Neurology Acumen’: A Flipped Classroom Approach to Strengthen Internal Medicine Residents’ Neurological Skills

  • Author / Creator
    Zaeem, Zoya
  • Abstract Background/Purpose: Rotating internal medicine (IM) residents often do not feel knowledgeable about neurology, or adequately prepared to approach patients presenting with neurologic clinical issues. Limited pre-clinical exposure, uncertainty when facing neurological complaints, inadequate clinical teaching, and perceived complexity of the field contribute to this perception. We conducted a needs assessment to determine the feasibility of a novel neurology flipped classroom (FC) curriculum for internal medicine residents. Methods: We utilized a multiple methods design and recruited participants through a combination of purposive and convenience sampling. We conducted interviews with internal medicine residents (n=12), a focus group with neurology residents, and a focus group with neurology staff. Additionally, internal medicine residents completed an entry and post-call survey while on their neurology rotation. Results: We implemented a deductive method of analysis by organizing themes according to Kern’s framework for curriculum development. 1. Problem Identification: Discomfort and perception of under-preparedness amongst IM trainees 2. Targeted Needs Assessment: What the learners (stakeholders) think they need to know vs. what their teachers want them to know vs external requirements (Royal College) 3. Goals and objectives: What content is relevant for clinical requirements vs assessments? Are they mutually exclusive? 4. Methods and setting: Didactic vs. bedside vs. on-demand 5. Implementation of the curriculum: AHD vs. Rotation 6. Evaluation and feedback: Curriculum could be evaluated with surveys, performance on rotation, and board examination result Conclusion: Our findings illustrate the need to re-examine the way in which neurology is being taught to off-service residents.  

  • Subjects / Keywords
  • Graduation date
    Fall 2021
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/r3-pv9z-be27
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.