What millennial medical students say about flipped learning

Area of Science:

• Medical Education
• Curriculum Development
• Pedagogy

Background:

• Flipped instruction is increasingly adopted in medical schools.
• Optimal implementation strategies and mandatory attendance policies remain unclear.

Purpose of the Study:

• To evaluate first-year medical student feedback on flipped versus lecture-based learning.
• To identify student preferences for diverse learning formats and attendance policies.

Main Methods:

• Survey administered to first-year medical students after experiencing both flipped and lecture-based courses.
• Analysis of quantitative and qualitative responses regarding learning format preferences and attendance.

Main Results:

• Students preferred a mix of learning formats rather than an "all or nothing" approach.
• Learning format preference did not always correlate with perceived impact on exam performance.
• Approximately 70% of students desired autonomy in deciding session attendance.

Conclusions:

• Medical school curricula should incorporate diverse learning modalities to cater to student preferences.
• Student feedback highlights a demand for flexibility, choice, and self-paced learning, aligning with millennial educational expectations.
• Curricular improvements should consider student-driven insights to enhance engagement and learning efficiency.