Medical Science Educator

, Volume 26, Issue 4, pp 553–556 | Cite as

Using a Flipped, Blended Learning Model to Build a Modern Classroom for Senior Medical Students Transitioning to Residency

  • Daniel K. Manson
  • Jonathan M. Amiel
  • Rachel J. Gordon
Short Communication


Transition-to-residency courses have been developed to aid in the transition from senior medical student to intern. However, few modern learning techniques have been used in this setting to make learning actionable. We describe an innovative transition-to-residency course, “Ready 4 Residency” (R4R), that capitalized on a novel flipped, blended learning model. In both qualitative and quantitative feedback, students praised the flipped, blended format, the overall course quality, and the enjoyable nature of the course. This new model can be used to build a modern, high-yield, and engaging classroom for senior medical students.


Flipped classroom Blended learning Modern Medical education Transition-to-residency 


  1. 1.
    Raymond MR, Mee J, King A, Haist SA, Winward ML. What new residents do during their initial months of training. Acad Med: J Assoc Am Med Coll. 2011;86(10 Suppl):S59–62.CrossRefGoogle Scholar
  2. 2.
    Angus S, Vu TR, Halvorsen AJ, et al. What skills should new internal medicine interns have in july? A national survey of internal medicine residency program directors. Acad Med: J Assoc Am Med Coll. 2014;89(3):432–5.CrossRefGoogle Scholar
  3. 3.
    Young JQ, Ranji SR, Wachter RM, Lee CM, Niehaus B, Auerbach AD. “July effect”: impact of the academic year-end changeover on patient outcomes: a systematic review. Ann Intern Med. 2011;155(5):309–15.CrossRefGoogle Scholar
  4. 4.
    Teo AR, Harleman E, O’Sullivan PS, Maa J. The key role of a transition course in preparing medical students for internship. Acad Med: J Assoc Am Med Coll. 2011;86(7):860–5.CrossRefGoogle Scholar
  5. 5.
    Evans KH, Thompson AC, O’Brien C, et al. An innovative blended preclinical curriculum in clinical epidemiology and biostatistics: impact on student satisfaction and performance. Academic Medicine : journal of the Association of American Medical Colleges. 2016.Google Scholar
  6. 6.
    Prober CG, Khan S. Medical education reimagined: a call to action. Acad Med: J Assoc Am Med Coll. 2013;88(10):1407–10.CrossRefGoogle Scholar
  7. 7.
    McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med: J Assoc Am Med Coll. 2014;89(2):236–43.CrossRefGoogle Scholar
  8. 8.
    Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med: J Assoc Am Med Coll. 2013;88(10):1418–23.CrossRefGoogle Scholar
  9. 9.
    Belfi LM, Bartolotta RJ, Giambrone AE, Davi C, Min RJ. “Flipping” the introductory clerkship in radiology: impact on medical student performance and perceptions. Acad Radiol. 2015;22(6):794–801.CrossRefGoogle Scholar
  10. 10.
    Manson D, Richards B, Amiel J, Gordon R. Assessing senior medical student proficiency in entrustable professional activities (EPAs) using a flipped, blended learning residency preparation course. Poster session presented at: Northeastern Group for Educational Affairs Annual Meeting; 2016 April 8–9; Providence, RI.Google Scholar

Copyright information

© International Association of Medical Science Educators 2016

Authors and Affiliations

  • Daniel K. Manson
    • 1
  • Jonathan M. Amiel
    • 2
    • 3
  • Rachel J. Gordon
    • 2
    • 3
  1. 1.Columbia University Medical CenterNew YorkUSA
  2. 2.Columbia University Medical CenterNew YorkUSA
  3. 3.Columbia University College of Physicians and SurgeonsNew YorkUSA

Personalised recommendations