Flipped learning: Turning medical education upside down

Area of Science:

• Medical Education
• Educational Technology

Background:

• Traditional lectures for third-year medical students showed poor engagement and attendance.
• Flipped learning offers a potential solution to enhance student participation.

Purpose of the Study:

• To develop and evaluate a flipped learning program for undergraduate medical students.
• To compare student satisfaction and assessment outcomes between flipped and traditional learning.

Main Methods:

• Core lectures were videoed for pre-class online viewing.
• Case-based interactive sessions followed online learning.
• Student feedback and in-course assessments were compared before and after the intervention.

Main Results:

• Flipped learning significantly improved student satisfaction and engagement.
• No significant change in in-course assessment scores was observed.
• Qualitative feedback indicated higher satisfaction with the flipped model.

Conclusions:

• Flipped learning enhances student satisfaction and engagement in medical education.
• Further research is needed to determine if flipped learning impacts assessment scores.
• This approach shows promise for improving the learning experience.