1. Wendy Vitek, MD University of Rochester LaTasha B Craig, MD University of Oklahoma Health Sciences Center

2. Disclosure No disclosures

3. Learning objectives Following this workshop the participant will be able to: Learn what a flipped classroom is and what you must consider when developing your own flipped classroom Understand how flipping the classroom changes your lesson planning and delivery Identify resources to help you flip the classroom

4. Who knows what a flipped classroom is? Who has utilized a flipped classroom?

6. Homework Classroom Activity Video, Reading, Podcast

7. Video Introduction Content Summary

8. Video Example Menstrual Cycle

9. Example #2: Third year small group activity Example #1: Second year large group activity

10. Classroom Activity Outline Questions/Review Concept question Short talk Typically cover 1 concept/10-15 minutes

11. Hypothalamus Anterior Pituitary Ovaries Uterus Pulsatile GnRH FSH and LH Estradiol and Progesterone Menstruation

12. If the GnRH pulse generator did not develop, how would an adolescent female present? If the GnRH pulse generator stopped functioning after puberty, how would a woman present? Would the FSH and estradiol levels be low, normal or high with an absent or nonfunctional GnRH pulse generator?

13. Think - Pair - Share

14. If the GnRH pulse generator was absent, how would an adolescent female present? If the GnRH pulse generator stopped functioning after puberty, how would a woman present? Would the FSH and estradiol levels be low, normal or high with an absent or nonfunctional GnRH pulse generator? Primary amenorrhea, Tanner I breasts Secondary amenorrhea Low FSH and low estradiol

15. Hypothalamus Anterior Pituitary Ovaries Uterus Absent GnRH Low FSH and LH Amenorrhea Low Estradiol and Progesterone Hypogonadotropic Hypogonadism

16. Hypothalamus Anterior Pituitary Ovaries Uterus Absent GnRH Low FSH and LH Amenorrhea Low Estradiol and Progesterone Idiopathic Kallmann syndrome Functional hypothalamic amenorrhea

17. Homework Review Self assessment

18. Example #2: Third year small group activity Example #2: Third year small group activity

19. Pre-classroom Assignment: Assigned reading in student textbook APGO Videos

20. In Class (2.5 hrs; 15-20 students): 1.10 question quiz over the assigned reading 2.Work through APGO Teaching Cases in groups of 4-5 3.One Faculty member leads the discussion, asking a group to share their answer and rationale.

21. Assessment of Teaching Activity Reaction - “feel” focus group, qualitative feedback Learning – “knowledge” Quizzes, audience response Behavior – “apply” Debate, essay questions Results – “bottom line” Course grades, Step scores, Shelf scores Kirkpatrick D, Kirkpatrick J. 2006. Evaluating training programs: The four levels. Berrett-Koehler: San Francisco.

22. Breakout Think of an lecture you have that could be flipped Use the worksheet to work through the details of each component

23. Worksheet Topic: Learning objective: Pre-classroom activity: Active classroom activity: Assessment:

24. Final Thoughts……

25. Don’ts Increase overall workload Dump content online Give a lecture for classroom activity Underestimate planning/implementation Khanova J et al. Student experiences across multiple flipped courses in a single curriculum. Medical Education 2015;49:1038-1048.

26. APGO tool box

27. Learning objectives Following this workshop the participant will be able to: Learn what a flipped classroom is and what you must consider when developing your own flipped classroom Understand how flipping the classroom changes your lesson planning and delivery Identify resources to help you flip the classroom

30. Contact Info Wendy Vitek, MD Wendy_vitek@urmc.rochester.edu LaTasha Craig, MD LaTasha-Craig@ouhsc.edu