Implementing the flipped classroom

Abstract

The purpose of this article is to describe the process of implementing a flipped classroom model in the second year of undergraduate medical education within a hybrid problem-based learning curriculum. In the flipped classroom, what was traditionally done in the classroom (lecture) is moved outside the lecture hall as a pre-class activity and what was done outside the classroom (homework and problem solving) is moved inside the classroom. The authors found preparing the faculty, students, and infrastructure prior to implementing the model to be critical to its success. Key factors included getting faculty and student buy-in, faculty mentoring and training, updating and purchasing additional software, finding innovative ways of using physical spaces designed for lectures, and motivating students to come to class prepared. The flipped classroom model facilitated interactions among students and faculty leading to more in-depth questions and lively discussions. Students appreciated having the ability to review lectures online and control the speed of playback. Offering online lectures followed by in-class active learning sessions improved both student and faculty satisfaction. Although shifting to the flipped classroom required more planning and training, the benefits to both students and faculty outweighed the costs. Keywords: Medical education, undergraduate; Flipped classroom; Active learning; Pedagogy. Revista HUPE, Rio de Janeiro, 2014;13(4):39-45 doi: 10.12957/rhupe.2014.13946