The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

Abstract

The role of a flipped classroom (FC) instructional method has been expanding in medical education. Despite recent interest in FC pedagogy, little is known about optimal FC implementation strategies in medical education and their impact on learning outcomes. This article aimed to outline the educational theories that guide the design of the flipped instruction method and review the relevant literature to provide evidence-based recommendations for planning, designing, developing, implementing, and evaluating FC instruction in medical education. The review incorporates evidence-based literature that highlights students’ performance outcomes and perceptions of the FC instruction method in medical education.