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Abstract Details

Building a Community of Neurology Practice: An Exploration of the Transition from Noon Conference to a Flipped-classroom Academic Half-day Model
好色先生, Research, and Methodology
S27 - Research and Innovations in Neurology 好色先生 (1:00 PM-1:12 PM)
001
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.
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.
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.
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.

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, FAAN (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, FAAN (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 好色先生. Dr. Albin has received publishing royalties from a publication relating to health care.
Harry Sutherland, MD 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, FAAN (Henry Ford Hospital) Dr. Zaman has nothing to disclose.
Abdelrahman E. Elfaham, MBBS (Henry Ford Hospital) Dr. Elfaham has nothing to disclose.