Abstracts

Rationale: We previously implemented a flipped classroom epilepsy curriculum for neurology residents, which utilizes online lecture videos with live case-based discussion. This curriculum is entering into its 3^rd year. We followed the longitudinal viewing information for neurology residents, and recorded the number of educational opportunities which are defined as cumulative number of video views and participation in the case-based discussion. To our knowledge this is the first reporting of long-term utilization of asynchronous learning tools in graduate medical education.

Methods: Initially, multiple flipped classroom learning experiences were developed for core topics in epilepsy management. Each learning experience had assigned pre-learning: an educational video, review of assigned articles, and review of cases for meeting discussion. Educational videos were recorded and subsequently distributed to the residents via an open-access YouTube channel.

We analyzed resident engagement with the learning experiences for three core topics that were included in both year 1 and year 2 of the flipped-classroom curriculum: new onset epilepsy diagnosis, new onset seizure treatment, and diagnosis of refractory epilepsy. Primary outcomes were 1) the number of educational opportunities defined as summation of formal meeting attendance and educational video views and 2) the rate of new educational video views in the month prior to formal meetings and for the 6 months following the formal meetings in year 1 and 2.

Results: Over the course of this 2-year period, the total number of educational opportunities was 399 as compared to 139 synchronous/in-person learning opportunities. In year 1, the average rate of video views in the month prior to the assigned discussion time for the three topics was 22 (19, 21, 26 view per month respectively). Rate of views in the 6 months following the formal meeting averaged 1.11 views per month, though the rate of views per individual videos decreased for each topic (1.69, 0.93, and 0.71 views per month respectively). In year 2, the average rate of video views for the same three topics was less as compared to year 1 (9.7 as compared to 22) and decreased with each subsequent month prior to the formal meeting (12, 12, 7 views per month). Similarly, rates of views in the 6 months following formal meetings declined in the second year (average views per month respectively: 1.82, 0.32, and 0).

Conclusions: This data is novel in GME education, showing that there is sustained engagement in resident education with the use of asynchronous learning tools. However, this engagement decreased over time, though was still higher than typical in-person attendance. This data shows feasibility for flipped classroom/asynchronous learning as a means to educate neurology residents about subspecialty topics. It does raise concern that continued utilization of the same learning materials leads to diminished utilization of these materials. Further investigation is needed to determine the causes of these trends, but possible variables include loss of novelty and “Zoom fatigue” during the COVID-19 pandemic.

Funding: Please list any funding that was received in support of this abstract.: No funding.