How we flipped the medical classroom

  title={How we flipped the medical classroom},
  author={Neel Sharma and Chak Sing Lau and Iain Doherty and Darren Harbutt},
  journal={Medical Teacher},
  pages={327 - 330}
Abstract Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom… 
The Flipped Classroom Improved Medical Student Performance and Satisfaction in a Pre-clinical Physiology Course
Recently, several articles have suggested that the flipped classroom could be an ideal model for pre-clinical medical education. The flipped classroom approach enables instructor-led time to be
Troubleshooting the Flipped Classroom in Medical Education: Common Challenges and Lessons Learned
The flipped classroom has garnered significant attention in medical education as a model to better promote student learning outcomes as well as student and faculty perceptions. As a pedagogical
The flipped classroom in medical education: A new standard in teaching
The Flipped Classroom in Medical Education: Engaging Students to Build Competency
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.
Patient Involvement in Medical Education
  • N. Sharma
  • Education
    Journal of patient experience
  • 2017
Patients in a primary care setting were invited to take part in a study focused on perception of the flipped classroom, and drew positive conclusions about this approach, which should spark confidence in this methodology.
Flipped Classroom Teaching Modality: Key Concepts and Practice Endorsements
The flipped classroom (FC), an innovative teaching and learning pedagogy has grown in medical education since last decade. In FC modality, students learn by means of print, audio or video-based
Why The Flipped Lecture Is Not A ‘One Size Fits All’ Solution To Undergraduate Medical Education.
Lectures underpin most medical school curricula; however, due to their frequently didactic nature, their pedagogical efficacy and value are continually questioned. The “flipped” lecture is one
Studenters erfaringer med Flipped Classroom i en helsefagutdanning
The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education, compared to ordinary lectures.
An evaluation of flipped e-learning experiences
The structure and format of such a course using a qualitative case study framework contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.
How Do Medical Students Prepare for Flipped Classrooms?
It is suggested that students have similar learning preferences as they all use the same “basic materials” to prepare for in-class activities, and the preferential use of web lectures and text selections are interpreted as being regarded as sufficient for active in- class participation.


Medical education reimagined: a call to action.
  • C. Prober, Salman Khan
  • Education
    Academic medicine : journal of the Association of American Medical Colleges
  • 2013
The authors propose a new model for medical education based on the "flipped classroom" design that would enhance the relevance and retention of knowledge through rich interactive exercises, and facilitate in-depth learning fueled by individual students' aptitude and passion.
Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module
Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach.
Lecture halls without lectures--a proposal for medical education.
Medical education in this era of a vast medical canon can be improved without increasing the time it takes to earn a medical degree, if we make lessons “stickier” and embrace a learning strategy that
Peer Instruction: Ten years of experience and results
We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of
An instructional design framework for authentic learning environments
Findings suggest that the use of the situated learning framework provided effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge.
Student Engagement Techniques: A Handbook for College Faculty
Dr. Barkley is the author of Student Engagement Techniques: A Handbook for College Faculty (Jossey-Bass, 2010) and, more recently, Collaborative Learning. Elizabeth F. Barkley, Student Engagement
Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment
(2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education: Vol. 31, No. 1, pp. 30-43.
Farewell, Lecture?
The late Archean marks the transition from a period of uniformly poor preservation potential to one in which the geological record is biased by the tectonic setting in which Rocks formed before 2.9 billion years ago.
How the inverted classroom saves students time
  • Available from how-the-inverted-classroom-saves-students-time/.
  • 2011
Method of the month – The flipped classroom
  • MedEdWorld. Available from News-Articles/Method-of-the-Month-The-Flipped-Classroom.aspx.
  • 2014