Implementing and Assessing a Virtual Flipped Classroom Neurology Course for African Physicians
Annie McDonough1, Melody Asukile2, Mashina Chomba3, Dickson Munkombwe4, Lorraine Chishimba2, Mataa Mataa2, Meron Gebrewold5, Alexandra Peloso2, Faith Simushi2, Naluca Mwendaweli2, Sarah Braun6, Stanley Zimba2, Frighton Mutete7, Kathryn Holroyd8, Aaron Berkowitz9, Deanna Saylor10
1Central Peninsula Hospital, 2University Teaching Hospital, 3University of Zambia, 4University Teaching Hospital - Adult Hospital, 5Addis Ababa University, 6University Teaching Hospital, Lusaka, Zambia, 7Livingstone University Teaching Hospital, 8Columbia University, 9University of California, San Francisco, 10Johns Hopkins Hospital
Objective:
To assess and compare knowledge, confidence, and satisfaction among participants in a virtual lecture-based and a virtual flipped classroom neurology curriculum for physicians in Africa.
Background:
Despite a growing burden of neurologic disease, Africa has few neurologists, limiting access to neurologic education for front-line providers. Virtual learning offers a promising solution to improve knowledge; however, limited data exist on the efficacy of different virtual learning formats.
Design/Methods:
A virtual introductory neurology course consisting of recorded lectures and teaching cases was adapted from the Zambia neurology clerkship curriculum. Physicians across Africa were recruited to participate in the course and randomized to either a self-paced, asynchronous online lecture curriculum (traditional group) or a flipped classroom curriculum that included weekly synchronous Zoom case discussions (flipped group). Participants completed surveys before and after the course including a knowledge assessment and course evaluation.
Results:
122 physicians from 14 countries and 12 specialties completed the course (34 in flipped group; 88 in traditional group). Participants in the flipped cohort had a significantly higher average improvement in knowledge assessment scores compared to the traditional group (18% vs 8%, p = 0.009). Participants in both groups expressed greater confidence in managing neurologic conditions after the course (1.27-point improvement (flipped group) vs 1.04 (traditional group) on 5-point Likert scale, p = 0.31). Over 90% of participants in both groups expressed satisfaction with the course and agreed that it was relevant to their practice setting. Top barriers to participation included technical difficulties and time commitment.
Conclusions:
Participants in a virtual flipped classroom neurology course had significantly higher improvement in knowledge scores as compared to participants in a virtual lecture-based course. Participants in both courses expressed high satisfaction and relevance to their practice setting. The virtual flipped classroom is a promising tool to improve access to neurology education.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.