Abstract Details

Title Building a Community of Neurology Practice: An Exploration of the Transition from Noon Conference to a Flipped-classroom Academic Half-day Model

Topic �鶹��ýӳ��, Research, and Methodology

Presentation(s) S27 - Research and Innovations in Neurology �鶹��ýӳ�� (1:00 PM-1:12 PM)

Poster/Presentation
Number 001

Objective To describe the experiences of residents and faculty during a residency program’s transition from traditional noon conferences (NC) to a flipped-classroom academic half-day (AHD) model.

Background In 2023, Henry Ford Health System restructured its neurology didactics from lecture-based NC sessions to a flipped-classroom AHD. Each weekly session centered on a single topic guided by a pre-assigned Continuum article or audio segment.

Design/Methods This mixed-methods study combined resident survey data with semi-structured interviews (SSIs). Residents (PGY3 and 4s) who had experienced both didactic models were asked to complete a survey containing 16 free-text and 3 Likert-scale items. SSIs were conducted using principles of appreciative inquiry by a study team member from an outside institution. Qualitative data were analyzed using inductive thematic analysis within a qualitative descriptive framework. Three coders, who had no personal experience with the curriculum, analyzed transcripts independently. Code agreement reached consensus through iterative discussion (Cohen’s κ = 0.73). Themes were interpreted through Wenger’s Community of Practice framework.

Results Twelve residents completed the survey (100% response rate). 100% of residents preferred the AHD format and all reported greater engagement with the new model. 82% rated faculty facilitation as very effective. Five residents (3 PGY-4s, 2 PGY3s) and three faculty participated in the SSIs. Thematic analysis revealed the AHD’s impact across the three Community of Practice pillars: Community, Practice, and Domain. Five major themes captured participants’ experiences: “making change happen,” “learning as relationship,” “from interruption to immersion,” “practicing to practice,” and “growing pains.” Participants described a shift from a unidirectional, time-pressured lecture model to an immersive, collaborative culture of shared learning.

Conclusions

Through intentional leadership, didactic sessions were transformed from a one-way, often disrupted, delivery of information to a dynamic, immersive learning environment. The transition, though not without challenges, produced an engaging, collaborative, and supportive community according to both residents and faculty.

Authors/Disclosures
Ashhar Ali, DO, F�鶹��ýӳ�� (Henry Ford Health) PRESENTER	Dr. Ali has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Pfizer. Dr. Ali has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Ebsco.
Casey S. Albin, MD, F�鶹��ýӳ�� (Emory Healthcare)	Dr. Albin has received personal compensation in the range of $0-$499 for serving as a Consultant for Azurity Pharmaceutical. Dr. Albin has received personal compensation in the range of $10,000-$49,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Continuum: Life Long Learning in Neurology. Dr. Albin has received research support from �鶹��ýӳ��. Dr. Albin has received publishing royalties from a publication relating to health care.
Harry Sutherland, MD (Yale School of Medicine)	Dr. Sutherland has received publishing royalties from a publication relating to health care.
Valerie Davis, REEG, CLTM	Ms. Davis has nothing to disclose.
Iram Zaman, DO, F�鶹��ýӳ�� (Henry Ford Hospital)	Dr. Zaman has nothing to disclose.
Abdelrahman E. Elfaham, MBBS (Henry Ford Hospital)	Dr. Elfaham has nothing to disclose.