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An Integrated, Flipped Classroom Model for Medical Education
Author(s) -
Sawarynski Kara Elizabeth,
Eastwood Jennifer L,
Iyer Neena
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.517.1
Subject(s) - flipped classroom , session (web analytics) , curriculum , class (philosophy) , medical education , psychology , perception , mathematics education , computer science , medicine , pedagogy , neuroscience , artificial intelligence , world wide web
In the medical education community, promoting active learning and more effectively integrating medical science disciplines are currently of primary concern. In this study, we present and evaluate an integrated, flipped classroom model for medical education. We “flip” the classroom by replacing two traditional lectures on overlapping content, but from two different disciplines, with short video lectures students watch online. We integrated content areas of cell biology, focusing on the cytoskeleton, and histology focusing on epithelia. In class, we integrate the disciplines through engaging students in clinically relevant problems and cases. In addition to describing a sharable model, we will discuss outcomes of our integrated, flipped session in an organ systems‐based preclinical medical curriculum. We found that student attitudes and perceptions of mastery were favorable for the flipped, integrated sessions as compared to traditional lecture sessions. However, students reported that the video lectures were less effective than traditional lectures. Qualitative data suggests that students did not perceive video lectures as important and came to class poorly prepared. Based on these results, we refine our model and offer implications of integrated flipped sessions in medical education, including session development, facilitation, and setting high expectations for student preparation.