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This article was migrated. The article was not marked as recommended. Background: There has been a push for flipped classroom use in graduate medical education in recent years although a paucity of objective data exists to support its' superiority in resident and fellow education. During a "flipped classroom" learners are responsible for mastering material prior to scheduled didactic time and are challenged to apply acquired knowledge during the session. Objective: We hypothesized that there would be a statistically significant increase in OBGYN Residents' in-training exam scores with implementation of a flipped classroom compared with previous traditional classroom. Methods: We implemented a pilot flipped classroom curriculum and performed an ANOVA analysis to determine if a statistically significant difference existed in OBGYN in-training exam scores for years using flipped (2012-2014) vs. traditional classroom (2015-2016). Results: When using p &lt; 0.05 as significance level, there was a significant improvement in in-training exam scores when comparing first year (P=.0468) and second year (p=.0018) residents in flipped vs. traditional classroom. Statistical significance was lost after controlling for USMLE score, which might be due to the small sample size. Conclusions: There was a trend towards improvements in OBGYN in-training exam scores when using the flipped classroom model, but statistical significance was lost when controlling for USMLE scores.

Analysis of OBGYN Resident In-Training Exam Scores After Implementation of a Flipped Classroom Curriculum