A PRAGMATIC APPROACH TO FLIPPING THE CLASSROOM FOR 170 MEDICAL STUDENTS

Abstract

Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in a8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.