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Flipped Learning

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Rheumatology Teaching

Abstract

Flipped learning is a teaching approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. This approach is characterized by several advantages. There is an increased interaction between students and teachers, with a shift in the teaching strategy towards student-centred learning where the responsibility for learning lies in the students’ hands. The students have the ability to prepare at a suitable time and place which suits them, and as many times as required to meet their needs. The approach also facilitates collaborative working between students, with increase in student engagement and a shift from passive listening to active learning. However, this teaching style requires appropriate investment in time and resources to set up the courses. Proper implementation of technology is vital for this approach too. This chapter will discuss how the flipped learning model can be used to bring medical education into the twenty-first century. It will start with presenting the science of flipped learning, followed by “What should we know before flipping?”, subsequently, flipped learning models will be summarized then the art of flipping. The chapter will conclude with discussing flipped learning in medical education and rheumatology and lastly challenges to flipped learning.

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Authors and Affiliations

  1. King’s College London, Darent Valley Hospital, Dartford, Kent, UK

    Yasser El Miedany

  2. Rheumatology and Rehabilitation, Ain Shams University, Cairo, Egypt

    Yasser El Miedany

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  1. Yasser El Miedany
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El Miedany, Y. (2019). Flipped Learning. In: Rheumatology Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-98213-7_15

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  • DOI: https://doi.org/10.1007/978-3-319-98213-7_15

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