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The aim of this ePoster is to provide information on the flipped classroom model, and how it can be utilized in health professions education.

The flipped classroom can be thought of as a combination of online and face-to-face education (Graham, 2006). In this model, students come to the classroom having learned, generally through online material, the theory behind a topic. The classroom portion of the model can then be used for in-depth discussions, and activities that can enhance and deepen the learning of the students (Ağırman & Ercoşkun, 2022).

The linked video provides a visual overview of the flipped classroom format and its utility in the classroom.

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Flipped Classroom Model: Why, How, and Overview

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Before we dive deeper into the benefits and potential cons of implementing a flipped classroom approach, I would like to hear about your experience as a healthcare professional!

Have you used a flipped classroom approach in your training? What were the benefits and drawbacks?

Please see the attached link to a shared white board and share your thoughts and experiences

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Although the flipped classroom has been shown to be extremely beneficial to help with student learning and understanding, it can come with certain drawbacks.

Some pros of the use of a flipped classroom model include(Flipped Classrooms, n.d.):

Flexibility

The ability for students to take responsibility for their own learning

The improvement in higher level learning that occurs among students

The increased collaboration and discussion among students

Some cons of the use of the flipped classroom model include (Staff, 2022) :

It can exacerbate a digital divide among students, given

students need access to a computer and the Internet

The onus for learning and preparation is on the student. If they do not prepare, they will not learn

It requires significant preparation to succeed

See the attached video for more information!

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Utilizing A Flipped Classroom Approach in Health Professions Education  

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Utilizing A Flipped Classroom Approach in Health Professions Education  

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Many health professions education programs have started implementing flipped classroom models into their teaching. The utility and effectiveness has been researched in a variety of different health profession fields.

Please access the whiteboard attached for examples of research papers that have been published looking at the use of flipped classrooms in health profession education. Please read the articles and write your thoughts about each paper. What did the article find about the benefit or drawback of using a flipped classroom format? What was interesting about the article? What were the take away points from the article?

If you find another interesting article to share, feel free to add to the whiteboard for your classmates to read!

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1. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. J. & Graham, C. R. (Eds.), Handbook of blended learning: global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer.

2. Ağırman, N., & Ercoşkun, M. H. (2022). History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 12(1), 71–88. https://doi.org/10.31704/ijocis.2022.004

3. Teachings in Education. (2017, June 20). Flipped Classroom model: why, how, and overview [Video]. YouTube. https://www.youtube.com/watch?v=BCIxikOq73Q

4. Flipped classrooms. (n.d.). Derek Bok Center, Harvard University. https://bokcenter.harvard.edu/flipped-classrooms

5. Staff, T. (2022, January 21). 10 Pros and cons of a flipped classroom. TeachThought. https://www.teachthought.com/learning/pros-and-cons-of-a-flipped-classroom/

6. Phillips, J., & Wiesbauer, F. (2022). The flipped classroom in medical education: A new standard in teaching. Trends in Anaesthesia and Critical Care, 42, 4–8. https://doi.org/10.1016/j.tacc.2022.01.001

7. Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272

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Please complete the following formative quiz to assess your knowledge!

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Dr. Jocelyn Law is an Endocrinologist working in Calgary, Alberta. She completed her Endocrinology training in Halifax where she was involved in medical education and resident teaching