Abstracts

Rationale: There are challenges to providing high-quality EEG education in neurology residency. Residents spend much of their time on EEG rotations becoming acquainted with basic concepts, and do not have time to engage more deeply in practicing EEG interpretation. The “flipped classroom” model of education is based on a format where basic concepts are reviewed online, when the learner is alone, and interactive time is used for deeper engagement with concepts. We developed a “flipped” curriculum for EEG education within our residency program.Methods: The clinical neurophysiology rotation was redesigned for the 2014-2015 academic year. 10 EEG teaching videos were developed using Camtasia® software. These were based on concepts outlined in the Neurology Milestones Competencies developed by the Accreditation Council for Graduate Medical Education (ACGME). Residents watched the videos on their own, then applied their newly-learned skills to interpreting EEG with the attending neurophysiologist. The goal was to support a process of experiential learning. A survey of the process was completed at the end of the year, with questions about how the videos were used, and how they affected EEG learning. Statements about the utility of the flipped curriculum were rated on a 5-point Likert scale.Results: 16 residents (9 PGY-2 and 7 PGY-3) participated in the curriculum, each for a total of a one-month block, and 11/16 (68%) responded to the survey (8 PGY-2 and 3 PGY-3). Two-thirds of respondents (7/11) said that they watched all of the videos, and over 80% watched at least half of the videos. All of the respondents used the videos as an introduction to EEG concepts, and half of respondents returned to the videos as a refresher after the rotation was over. All respondents either agreed or strongly agreed that the videos were a useful component of the EEG rotation, that they helped in understanding difficult concepts in EEG, and that the concepts presented in the videos complemented other learning during the clinical rotation. Most respondents thought that the videos allowed them to “get” concepts that they had heard of before, but didn’t undertsand (5/11 agree, 5/11 strongly agree), and most thought the videos introduced concepts that they had not encountered in their self-directed studying (6/11 agree, 3/11 strongly agree). All respondents said they would watch the videos again, and almost all (10/11) strongly agreed that the curriculum should be used again in subsequent years. Almost all respondents (10/11) would recommend the video-based “flipped” EEG curriculum to a resident in another neurology program.Conclusions: A “flipped” approach to EEG teaching for residents could complement traditional teaching approaches. Residents found this approach useful and helpful for understanding difficult concepts, and they felt that the videos complemented their other learning. Future steps would include evaluating whether this type of curriculum changes resident performance in EEG interpretation.