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Strategic Considerations for Applying the Flipped Classroom to Neurology Education
Author(s) -
Sandrone Stefano,
Berthaud Jimmy V.,
Carlson Chad,
Cios Jacquelyne,
Dixit Neel,
Farheen Amtul,
Kraker Jessica,
Owens James W. M.,
Patino Gustavo,
Sarva Harini,
Weber Daniel,
Schneider Logan D.
Publication year - 2020
Publication title -
annals of neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 4.764
H-Index - 296
eISSN - 1531-8249
pISSN - 0364-5134
DOI - 10.1002/ana.25609
Subject(s) - neurology , contextualization , curriculum , medical education , flipped classroom , psychology , clinical neurology , medicine , mathematics education , pedagogy , computer science , neuroscience , interpretation (philosophy) , programming language
Nowadays, the “flipped classroom” approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this article, neurology educators from the American Academy of Neurology's A. B. Baker Section on Neurological Education analyze reports of flipped classroom in other medical/surgical subspecialties, review the current implementation in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. ANN NEUROL 2020;87:4–9