Acceptability of the flipped classroom approach for in‐house teaching in emergency medicine

Objective To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in‐house teaching in emergency medicine. Methods Our department changed its learning model from a ‘standard’ lecture‐based model to a ‘flipped classroom’ model. The ‘flipped classroom’ included provided pre‐session learning objectives and resources before each 2 h weekly session. In‐session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross‐sectional qualitative survey. Results Feedback was received from 49/57 (86%) medical staff. Ninety‐eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case‐based discussion, interaction with peers, application of knowledge, self‐directed learning and small‐group learning. Barriers to pre‐session learning include work commitments, ‘life’, perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre‐session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and ‘hands‐on’ activities were perceived to be the most useful in‐session activities. Conclusion The flipped classroom shows promise as an acceptable approach to in‐house emergency medicine teaching.