The Flipped Classroom in Medical Education: Engaging Students to Build Competency

Abstract

The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1^st year students at Nihon University School of Medicine

“…This finding is consistent with other studies examining the effects of flipped approaches on medical students' performance outcomes [11][12][13] . Additionally, engaging students in more active learning during class through flipped methods may be a useful part of a global accreditation attainment strategy with respect to Social Accountability (B 1.1.8) and Aspects of Global Health (Q 1.1.2) 14) .…”

The flipped classroom in dental education - Learning beyond the four walls of the classroom

“…For more than a decade, health professions education has been experiencing a strong call for transformation (Hurtubise L, Hall E, Sheridan L and Han H 2015;Carraccio C et.al. 2002).…”

Functional and structural impact of the loss of the leucine-rich repeat protein LRIT1 in the mouse retina.

“…Declining calcium levels in photoreceptors also cause the Ca 2+ -dependent protein recoverin to derepress or activate rhodopsin kinase activity. Rhodopsin kinase phosphorylates metarhodopsin II (16), which causes arrestin binding and inactivation of metarhodopsin II. RGS9 is a GTPase-activating protein that induces Gtα GTP hydrolysis.…”

“…3). Each online learning module varied broadly in all assessed parameters (data range): number of pages (5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23), the number of figures , the number of audio/visual lecture capture clips (0-10), the number of assessment questions (0-20), the number of assessment questions with accompanying feedback (0-19), and inclusion of other activities (0-10).…”

“…A blended classroom can utilize online activities, provide online resources and/or discussion boards, or deliver course content online while in-class time is reserved for other learning approaches (15). Third, flipped classrooms are a specific example of the blended classroom that use before-class preparation time for students to study lecture material independently (10,16). These online preparation modules are followed by in-class active learning activities with faculty-guided instruction to develop teamwork and collaborative skills and practice the application of the pre-learned content within real-life situations.…”