Building a Community of Neurology Practice: An Exploration of the Transition from Noon Conference to a Flipped-classroom Academic Half-day Model
Casey Albin1, Harry Sutherland2, Keenan Davis1, Iram Zaman3, Abdelrahman Elfaham4, Ashhar Ali5
1Emory University School of Medicine, 2Yale University, 3Neurology, Henry Ford Hospital, 4Henry Ford Health System, 5Neurology, Henry Ford Health
Objective:
To describe the experiences of residents and faculty during a residency program’s transition from traditional noon conferences (NC) to a flipped-classroom academic half-day (AHD) model.
Background:
In 2023, Henry Ford Health System restructured its neurology didactics from lecture-based NC sessions to a flipped-classroom AHD. Each weekly session centered on a single topic guided by a pre-assigned Continuum article or audio segment.
Design/Methods:
This mixed-methods study combined resident survey data with semi-structured interviews (SSIs). Residents (PGY3 and 4s) who had experienced both didactic models were asked to complete a survey containing 16 free-text and 3 Likert-scale items. SSIs were conducted using principles of appreciative inquiry by a study team member from an outside institution. Qualitative data were analyzed using inductive thematic analysis within a qualitative descriptive framework. Three coders, who had no personal experience with the curriculum, analyzed transcripts independently. Code agreement reached consensus through iterative discussion (Cohen’s κ = 0.73). Themes were interpreted through Wenger’s Community of Practice framework.
Results:
Twelve residents completed the survey (100% response rate). 100% of residents preferred the AHD format and all reported greater engagement with the new model. 82% rated faculty facilitation as very effective. Five residents (3 PGY-4s, 2 PGY3s) and three faculty participated in the SSIs. Thematic analysis revealed the AHD’s impact across the three Community of Practice pillars: Community, Practice, and Domain. Five major themes captured participants’ experiences: “making change happen,” “learning as relationship,” “from interruption to immersion,” “practicing to practice,” and “growing pains.” Participants described a shift from a unidirectional, time-pressured lecture model to an immersive, collaborative culture of shared learning.
Conclusions:
Through intentional leadership, didactic sessions were transformed from a one-way, often disrupted, delivery of information to a dynamic, immersive learning environment. The transition, though not without challenges, produced an engaging, collaborative, and supportive community according to both residents and faculty.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.