Open AccessFlipped learning: Turning medical education upside down
Author(s) -
Tahseen A Chowdhury,
Halima Khan,
Maralyn Druce,
William Drake,
Ravindra Rajakariar,
Raj Thuraisingham,
Hamish Dobbie,
Laila Parvanta,
Francis Chinegwundoh,
Ahmad Almushatat,
Anthony N. Warrens,
E. M. Alstead
Publication year - 2019
Publication title -
future healthcare journal
Language(s) - English
Resource type - Journals
eISSN - 2514-6653
pISSN - 2514-6645
DOI - 10.7861/fhj.2018-0017
Subject(s) - attendance , likert scale , flipped learning , session (web analytics) , medical education , thematic analysis , flipped classroom , blended learning , medicine , psychology , computer science , mathematics education , educational technology , qualitative research , developmental psychology , social science , sociology , world wide web , economics , economic growth
Flipped learning is an approach in which core teaching is delivered using online material viewed prior to face-to-face learning, applying knowledge gained from online material. Core teaching in a module for third-year undergraduate medical students was based around a 1-week course comprising 32 hours of lectures. Feedback suggested that students were poorly engaged and attendance was poor.