The Flipped Classroom Improved Medical Student Performance and Satisfaction in a Pre-clinical Physiology Course
- 1.1k Downloads
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 dedicated to integration and critical thinking exercises, while students learn foundational material outside of class via online videos or reading assignments. However, few studies have been published on the efficacy of this model for pre-clinical medial students. In this paper, we describe the implementation of a fully flipped classroom in a systems physiology course at The University of North Carolina School of Medicine. The organization of this flipped classroom aimed to keep contact hours and home-study hours equal to the hours previously used in the lecture-based course. With the implementation of the flipped classroom, both student performance on examination and student satisfaction with the course improved slightly compared to those of previous years where the curriculum was primarily delivered by lectures. This paper describes an example of a fully flipped course that demonstrated gains in performance and student course evaluations of a medical school pre-clinical course, and suggests that the flipped classroom could be a useful and successful educational approach in medical curricula.
KeywordsMedical education Flipped classroom Blended learning Basic science
The authors would like to thank the UNC School of Medicine class of 2017 for their willingness to participate in surveys about the flipped classroom and their open-minded approach to this new method. We would also like to thank the faculty members from the Department of Cell Biology and Physiology who were part of the flipped classroom portion of the course (Christopher Dekanney, Carol Otey, Scott Randell, and Robert Sealock). We would also like to thank Dale Krams for help designing the flipped classroom survey.
- 5.Bligh DA. What’s the use of lectures? San Francisco: Jossey-Bass; 2000.Google Scholar
- 6.Engel CE. Problem-based learning. Br J Hosp Med. 1992;48(6):325–9.Google Scholar
- 7.Michaelsen LK. Team-based learning for health professions education : a guide to using small groups for improving learning. 1st ed. Sterling: Stylus; 2008.Google Scholar
- 8.Michaelsen LK, Knight AB, Fink LD. Team-based learning : a transformative use of small groups. Westport: Praeger; 2002.Google Scholar
- 11.Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. In: Education USDo, editor. Washington, DC: United States Department of Education; 2010.Google Scholar
- 12.Bishop JL, Verleger MA. The flipped classroom: a survey of the results. American Society for Engineering Education Annual Conference and Exposition; Atlanta, GA2013.Google Scholar
- 16.Sharma N, Lau CS, Doherty I, Harbutt D. How we flipped the medical classroom. Medical teacher. 2014:1–4. doi: 10.3109/0142159X.2014.923821.
- 21.Gordon JA, Brown DF, Armstrong EG. Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot study. Simulation in healthcare : journal of the Society for Simulation in Healthcare. 2006;1 Spec no.:13–7.Google Scholar
- 22.Gordon JA, Hayden EM, Ahmed RA, Pawlowski JB, Khoury KN, Oriol NE. Early bedside care during preclinical medical education: can technology-enhanced patient simulation advance the Flexnerian ideal? Acad Med: J Assoc Am Med Coll. 2010;85(2):370–7. doi: 10.1097/ACM.0b013e3181c88d74.CrossRefGoogle Scholar
- 28.Hashmi NR. Team Based Learning (TBL) in Undergraduate Medical Education. J Coll Phys Surg-Pak: JCPSP. 2014;24(8):553–6. doi:08.2014/JCPSP.553556.Google Scholar