Room: ePoster Forums
Purpose: To determine the feasibility of initiating a flipped learning model for the practical clinical training of medical physics residents. Two representative clinical tasks (Pre-treatment physics plan review and the creation/evaluation of field-in-field (FIF) treatment planning) were chosen as the learning modules for initial feasibility evaluation.
Methods: Two video-based learning modules were created using Camstasiaâ€™s (TechSmith, Okemos, Michigan) interactive screen capture, voice-over instruction and screen annotation/highlighting capabilities. Residents were instructed to watch and follow along with learning modules prior to a meeting with their rotation mentors to discuss the covered material.
Results: Module preparation, recording, demonstration and editing took a total of 8.5 hrs for the Pre-treatment physics plan review module and 4.6 hrs for the creation/evaluation of field-in-field (FIF) treatment planning module and were 18 and 4 minutes long respectively. The availability of the learning modules on practical clinical topics allowed residents the opportunity to have pseudo-direct instruction from a qualified medical physicist. Additionally, residents were able to review the material many times and reference it without the need for a QMP to be physically present. Residents reported satisfaction with the modules and provided feedback that the modules greatly enhanced their understanding of the topics presented and requested more modules for other clinical tasks.
Conclusion: Creating a flipped learning module for medical physics residents was found to be feasible, easy to implement and required a minimal time commitment relative to standard instruction methods. Other modules are currently being planned to expand our library of flipped learning topics for medical physics residents. Future work also includes plans to incorporate flipped lessons into physician resident, graduate and therapy courses and the creation a repository of flipped lesson learning modules.