ArticlePloS one2025
Flipping the curriculum for resident didactics: In-Training and certifying examination scores in an internal medicine residency.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Assessing the Impact of the Otolaryngology Core Curriculum (OCC): A Pre- and Post-Implementation Analysis.Otolaryngology--head and neck surgery : official journal of American Academy of Otolaryngology-Head and Neck Surgery · 2026Article
- Flipping the Culture, not just the Classroom: Leadership Lessons from a Residency Curriculum Redesign.Medical science educator · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe flipped classroom (FC) model is increasingly used in undergraduate medical education, where it has been associated with improved knowledge acquisition. However, its impact on graduate medical education (GME) remains underexplored. We hypothesized that implementing a flipped didactics curriculum in our internal medicine residency program would improve performance on the Internal Medicine In-Training Examination (IM-ITE) and the American Board of Internal Medicine Certifying Examination (IM-CE).
methodsIn 2017, we transitioned from a traditional lecture-based (LB) curriculum to a flipped model. Noon conferences were replaced with problem-based learning (PBL) sessions three days per week, with additional active learning formats used on the remaining days. Morning reports were redesigned to deliver foundational content in advance of PBL sessions. The curriculum followed a 13-block annual structure aligned with ABIM content areas. We compared IM-ITE and IM-CE scores of residents who completed the full flipped curriculum to those trained under the prior LB model.
resultsWe analyzed data from 279 residents who completed or were expected to complete training between 2014 and 2024. FC curriculum residents scored significantly higher on all three IM-ITE exams: ITE1 (62.39% vs. 59.53%, p = 0.008), ITE2 (69.78% vs. 66.54%, p = 0.002), and ITE3 (73.42% vs. 71.12%, p = 0.029). IM-CE scores did not significantly differ between groups (FC = 496 vs. LB = 481, p = 0.32). The first-attempt IM-CE pass rate was significantly higher among FC residents (95.5% vs. 84.0%, p = 0.012).
conclusionsResidents in the flipped classroom curriculum demonstrated significantly higher IM-ITE scores and first-attempt pass rates on IM-CE compared to those in the lecture-based curriculum. These outcomes were associated with medium effect sizes, suggesting a meaningful educational benefit of the flipped classroom approach in graduate medical education.
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