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Development and Implementation of a National Neonatology Flipped Classroom Curriculum.

Neonatal-perinatal medicine (NPM) fellowship programs rely heavily on didactic teaching (DT) to formally educate trainees in core educational content specified by the American Board of Pediatrics (ABP), with each program internally developing a unique curriculum. These didactic curricula foster knowledge acquisition through passive teacher-centric learning and typically do not include active learner engagement. Educator fatigue is also frequent, as a small core of NPM faculty typically create and deliver the curriculum at each program. Many Accreditation Council for Graduate Medical Education training programs, including NPM, would benefit from the development of a standardized peer-reviewed curriculum to deliver core educational content to ensure nationwide trainee access to high-quality education.