A flipped classroom in graduate medical education

Summary Background The role of the flipped classroom model in graduate medical education (GME) is not yet defined. We set out to evaluate the feasibility, acceptability and outcomes of a flipped classroom instructional model in an internal medicine curriculum. Methods This pilot study was carried out in an academic medical centre in the USA with 43 second‐year internal medicine postgraduate trainees. Trainees watched videos on the pharmacological treatment of type 2 diabetes outside of the classroom, followed by an in‐class session in which they engaged in case‐based discussions. The intervention was evaluated using surveys and a knowledge test before, immediately after and 6 months after the intervention. Results The mean number of correct answers for a 10‐question knowledge test was 5.25 before the intervention, 8.00 in the immediate post‐intervention test, and 7.10 in the 6‐month follow‐up test (p