Improving Awareness of Oman Medical Specialty Board Training Bylaws Among First-Year Pediatric Residents Using a Flipped Classroom Intervention: A Quality Improvement Project.

Authors

Saniya Al Husaini, Abdul Hamid Al Hinai, Majan Al Siyabi, Sawsan Alnabhani, Mazoon AlSaadi

Published in

Cureus. Volume 18. Issue 9. Pages e116397. Epub Sep 16, 2026.

Abstract

 Awareness of institutional training regulations is essential for safe and compliant residency practice. Among first-year residents in the Oman Medical Specialty Board (OMSB) pediatric residency program, limited familiarity with OMSB bylaws was demonstrated.
 Despite the availability of OMSB bylaws through institutional platforms, first-year pediatric residents demonstrated limited awareness and understanding of key training regulations, which may affect their ability to navigate residency requirements and access available support systems.
 A quality improvement (QI) project was conducted among first-year pediatric residents. A flipped classroom intervention was implemented using pre-session learning materials followed by an interactive group discussion. Awareness of OMSB bylaws was assessed using a pre- and post-intervention questionnaire. Outcome measures included change in knowledge scores.
 Among the 31 eligible residents, all participants completed both the pre- and post-intervention assessments, yielding a 100% response rate. The mean knowledge score increased from 58.2% at baseline to 80.7% following the intervention, corresponding to an absolute improvement of 22.5 percentage points and a relative increase of 38.7%. Awareness scores were higher after the intervention in eight of the nine policy domains.
 Knowledge scores improved following implementation of a flipped classroom intervention addressing OMSB bylaws among first-year pediatric residents. The intervention was delivered within existing teaching time with complete participation, indicating that the approach is feasible for residency onboarding programs.

PMID:
42892952
Bibliographic data and abstract were imported from PubMed on 18 Oct 2026.

Read full publication at:
Please sign in to see all details.

Stats

1-terrible, 9-excellent. How would you rate this publication? Sign in in to submit your rating.

Post a comment

You need to be signed in to post comments. You can sign in here.

Comments

There are no comments yet.