6369 Using flipped learning to improve NIPE teaching for medical students

Objectives Medical students on their paediatrics placement at a university teaching hospital would frequently request teaching on the newborn infant physical examination (NIPE), a core paediatric examination within their curriculum. However, there was a lack of structured NIPE teaching within the current timetable, largely due to time pressures, and students felt less confident and less competent in performing this examination compared to other paediatric clinical examinations. In response a pilot NIPE teaching programme was developed. Methods Sessions were conducted with groups of 2–4 students on a postnatal ward, facilitated by a paediatric trainee. Using a flipped learning approach, students were provided with online resources in advance of the session, including NIPE standards, a video demonstration and an instructive examination guide. This was followed by a 1 hour bedside teaching session on the postnatal ward giving students opportunity to practice the NIPE and receive feedback. Post session student feedback was collected. Results 12/14 students (86%) completed the pre-session survey and 10/14 students (71%) completed the post-session survey. Average (mean) student confidence (rated out of 5) in performing the NIPE increased from 2.0 to 4.3 in an OSCE setting, and 2.7 to 4.8 in a clinical setting under supervision. Overall perceived competence when compared to other paediatric exams increased, with 66% of students feeling less competent prior to the session, and 70% feeling more competent after the session. 100% of students found the flipped learning approach useful. Conclusion This pilot has improved NIPE teaching within these students paediatric placements, and will be incorporated within the regular timetable for future students placements. Flipped learning makes the student an active learner in the acquisition of the underlying knowledge, reserving time in the classroom for activities that deepen and enrich the students' knowledge.1 This can be a useful approach in time pressured clinical teaching environments. Reference Brewer R, Movahedazarhouligh S. Successful stories and conflicts: a literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 2018;34:409–416.