Billy J Lockhart1, Noah A Capurso2, Isaiah Chase2, Melissa R Arbuckle3, Michael J Travis4, Jane Eisen5, David A Ross6. 1. University of California San Francisco, San Francisco, CA, USA. 2. Yale School of Medicine, New Haven, CT, USA. 3. Columbia and the NY State Psychiatric Institute, New York, NY, USA. 4. Western Psychiatric Institute and Clinic at the University of Pittsburgh, Pittsburgh, PA, USA. 5. Warren Alpert Medical School of Brown University, Providence, RI, USA. 6. Yale School of Medicine, New Haven, CT, USA. david.a.ross@yale.edu.
Abstract
OBJECTIVE: The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. METHODS: Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. RESULTS: Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. CONCLUSION: This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics.
OBJECTIVE: The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. METHODS: Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. RESULTS: Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. CONCLUSION: This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics.
Authors: Melissa R Arbuckle; Michael J Travis; Jane Eisen; Amanda Wang; Ashley E Walker; Joseph J Cooper; Liz Neeley; Sidney Zisook; Deborah S Cowley; David A Ross Journal: Acad Psychiatry Date: 2019-12-03