305: USING A “FLIPPED CLASSROOM” MODEL TO TEACH BEDSIDE ECHOCARDIOGRAPHY IN A SURGICAL ICU

Learning Objectives: Challenges to education in the ICU include the wide range in level of training and experience among learners, competing clinical demands, and duty hour restrictions. The traditional model of teaching may be improved with a “flipped classroom” design. Methods: A curriculum was designed to teach Critical Care Echocardiography. Four modules were designed around core concepts, each consisting of a 5-minute video watched prior to a “hands-on” teaching session led by experienced providers at the bedside. The four modules were: Principles of Ultrasound (background information, ultrasound physics, inferior vena cava); Basic Views (parasternal longand short-axis, apical four-chamber, and subcostal views, pericardial effusion); Doppler and Valves (Doppler measurements, velocities, pressure gradients); and Functional Assessment (ejection fraction estimation, stroke volume, diastolic function). To assess the efficacy of the curriculum, preand post-testing was performed, consisting of knowledge questions and a Likert Scale assessment of confidence with the content area, usefulness of the skills and likelihood that they would use the skills in their clinical practice. Participants also evaluated the quality of the videos and hands on sessions, and provided feedback for improvement. Results: There were significant improvements in scores for knowledge (p<0.004), confidence with ultrasound use (p<0.002), and applicability to clinical practice (p<0.05) with all of the modules. There were non-significant increases in perceived usefulness scores for modules 1 and 2 (p=0.096, p=0.086), but significant increases in modules 3 and 4 (p=0.041, p=0.021). Median reported quality score for each the videos was 8 out of 10, and 9 out of 10 for the hands-on experiences. Conclusions:Residents reported increased satisfaction with the “flipped classroom” experience compared to the traditional lecture method. They showed improvements in knowledge, confidence, and perceived transferability of this knowledge to clinical practice. The “flipped classroom” educational model is well-suited for teaching echocardiography in the ICU.