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Updated: Jan 22, 2026

Perspectives on Neuroscience
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Perspectives on Neuroscience

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Education Research: Flipped classroom in neurology: Principles, practices, and perspectives

Stefano Sandrone1, Jimmy V Berthaud2, Chad Carlson2

  • 1From the A.B. Baker Section on Neurological Education (S.S., J.V.B., C.C., J.C., N.D., A.F., J.K., J.W.M.O., G.P., H.S., D.W., L.D.S.), American Academy of Neurology, Minneapolis, MN; Imperial College London (S.S.), UK; University of Michigan (J.V.B.), Ann Arbor; Medical College of Wisconsin (C.C.), Milwaukee; Ohio State University (J.C.), Columbus; Weill Cornell Medicine (N.D., H.S.), New York, NY; Lebanon VA Medical Center (A.F.), PA; Tulane University School of Medicine (J.K.), New Orleans, LA; University of Washington (J.W.M.O.), Seattle; Oakland University William Beaumont School of Medicine (G.P.), Auburn Hills, MI; St. Louis University (D.W.), MO; and Stanford University (L.D.S.), CA. sandrone.stefano@gmail.com.

Neurology
|July 3, 2019
PubMed
Summary

The flipped classroom model shows promise for neurology residency education, despite challenges like learner time constraints. Further research is needed to optimize this engaging teaching method.

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