(1102) Implementing Flipped Classroom Model in Pediatric Critical Care Education With a Novel Platform

Introduction: Efforts to revise graduate medical education curricula, including subspecialty training programs, towards more interactivity have escalated, with the Flipped Classroom Model (FCM) gaining traction. By encouraging active learning before didactic sessions, FCM optimizes teaching time and fosters learner engagement. The accessibility and usability of the content dissemination platform are critical for FCM's success. This study introduces Notion, an online platform tailored for a Pediatric Critical Care Medicine (PCCM) fellowship program, leveraging its features to implement FCM and promote learner-centered agency, resonating with the principles of precision medical education.

Methods: To investigate Notion's potential as an enhancement tool in a PCCM FCM didactic curriculum, we implemented a methodical strategy. First, the weekly didactic curriculum mapped to American Board of Pediatrics PCCM outline was translated onto Notion. We curated diverse pre-reading supplemental materials for each topic to encourage pre-session engagement. These resources, spanning textbook chapters to multimedia content, were made accessible two weeks prior to the respective FCM session. A comprehensive orientation tutorial focused on Notion was delivered to the fellows before full implementation; a formative survey was sent to ascertain engagement and preferences.

Results: From April to June 2023, we piloted the program with PCCM fellows (n=5), mapping 20 didactic sessions, and excluding simulation sessions, research discussions, and program-related meetings. A total of 26 pre-reading modules were created utilizing Notion, consisting of 31% (8) videos, 19% (5) podcasts, 27% (7) textbooks, and 23% (6) journal articles. A follow-up survey with superior response revealed that 80% of fellows found video-based content the most utilized and useful for pre-session learning.

Conclusions: A FCM in a PCCM fellowship educational program be augmented utilizing innovative platforms to map pre-didactic preparation material. In our pilot study, video based educational content was the most preferred, mapped, and utilized form of pre-session material.