We value innovation and change in medicine and education to advance our field. Additionally, we find it critical to evaluate educational changes and outcomes through rigorous research to inform policy making and promote evidence-based educational practices. Thus, our lab has been continuously conducting research on curriculum innovation, active learning strategies, technology-assisted instructional methods, competency-based assessment, and educational program evaluations.

Flipped classroom study

Related publications and news reports

Flipped classroom study

Our flipped classroom project is a multi-site research study that involved eight collaborating anesthesiology residency programs across the United States. This prospective, controlled, multicenter study assessed year 2 residents’ knowledge acquisition immediately following the flipped classroom intervention and knowledge retention four months after the intervention. This study showed that the flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by residents.

Martinelli SM, Chen F, DiLorenzo AN, et al. Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents. J Grad Med Educ. 2017;9(4):485-490. doi:10.4300/JGME-D-17-00128.1

Related publications and news reports

The Foundation for Anesthesia Education and Research: Research in Education Grant awarded $100,000 for the project titled: Flipped Classroom Preferred Over Traditional Classroom in Resident Education. Date: 2014-2016. PI: Susan M. Martinelli.

Martinelli SM, Chen F, Isaak RS, Huffmyer JL, Neves SE, Mitchell JD. Educating Anesthesiologists During the Coronavirus Disease 2019 Pandemic and Beyond. Anesth Analg. 2021;132(3):585-593. doi:10.1213/ANE.0000000000005333

Martinelli SM, Isaak RS, Schell RM, Mitchell JD, McEvoy MD, Chen F. Learners and Luddites in the Twenty-first Century: Bringing Evidence-based Education to Anesthesiology. Anesthesiology. 2019;131(4):908-928. doi:10.1097/ALN.0000000000002827

Chen F, Arora H, Zvara DA, Connolly A, Martinelli SM. Anesthesia myTIPreport: A Web-Based Tool for Real-Time Evaluation of Accreditation Council for Graduate Medical Education’s Milestone Competencies and Clinical Feedback to Residents. A A Pract. 2019;12(11):412-415. doi:10.1213/XAA.0000000000000976

UNC School of Medicine Academy of Educators Kathleen Rao Educational Scholarship Cooperative Agreement awarded $7000 for the project titled: Implementing and Validating a Technology-based Cognitive Aid for Feedback in Line with ACGME Milestone Competencies in Anesthesiology. Date: 04/30/2016-04/30/2017. PI: Susan M. Martinelli.

Martinelli SM, Chen F, Mcevoy MD, Zvara DA, Schell RM. Utilization of the Flipped Classroom in Anesthesiology Graduate Medical Education: An Initial Survey of Faculty Beliefs and Practices About Active Learning. J Educ Perioper Med. 2018;20(1):E617. Published 2018 Jan 1.

Chen F, Arora H, Martinelli SM. Use of Key Performance Indicators to Improve Milestone Assessment in Semi-Annual Clinical Competency Committee Meetings. J Educ Perioper Med. 2017;19(4):E611. Published 2017 Oct 1.

Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017;51(6):585-597. doi:10.1111/medu.13272

Key Literature in Medical Education (KeyLIME) Podcast Episode 148 “The Flipped Classroom: what is the evidence”

Martinelli SM, McGraw KA, Kalbaugh CA, et al. A Novel Core Competencies-Based Academic Medicine Curriculum: Description and Preliminary Results. J Educ Perioper Med. 2014;16(10):E076. Published 2014 Jul 1.

Contact TEACHER Lab

Department of Anesthesiology
The University of North Carolina at Chapel Hill
Phone 919-966-5136
Email: Anes_TEACHER_Lab@med.unc.edu