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Teaching "Shock Pathophysiology" by Flipped Classroom: Views and Perspectives.

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The flipped classroom (FCR) method enhances medical education by promoting active learning and student engagement. This approach effectively integrates basic science with clinical case discussions, improving concept reinforcement.

Keywords:
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Area of Science:

  • Medical Education
  • Physiology
  • Pathology

Background:

  • Active learning strategies are crucial for effective medical education.
  • The flipped classroom (FCR) model shifts pre-class preparation to in-class application.
  • Integrating basic sciences with clinical scenarios enhances understanding.

Purpose of the Study:

  • To implement and evaluate the FCR model in a medical university's respiration and circulation module.
  • To utilize the clinical presentation of "Shock" to interrelate cardiovascular physiology and pathology.
  • To merge case-based and small-group discussions using the FCR approach.

Main Methods:

  • A qualitative study involving focus group discussions and in-depth interviews.
  • Analysis of feedback from facilitators, observers, and departmental/university leadership.
  • Thematic analysis of qualitative data to identify key themes and outcomes.

Main Results:

  • FCR was identified as an effective teaching-learning modality.
  • Student engagement and participation increased, aiding concept acquisition.
  • Careful topic selection and technology support are key to maximizing FCR effectiveness.

Conclusions:

  • Flipped classroom learning is a valuable pedagogical tool in medical education.
  • Enhancing student satisfaction requires robust pre-class materials and feedback mechanisms.
  • Technology-enhanced learning and thoughtful implementation are vital for successful FCR adoption.