The Flipped Classroom and Simulation: a Primer for Simulation Educators

Area of Science:

• Healthcare Education
• Medical Simulation Pedagogy

Background:

• The flipped classroom model is gaining traction in healthcare education, yet its application in simulation is a recent development.
• Workshops at the International Meeting for Simulation in Healthcare (IMSH) revealed diverse understandings and implementation challenges of the flipped model among participants.

Discussion:

• This article defines the flipped classroom model within the context of healthcare simulation.
• It reviews current literature and participant feedback from IMSH workshops to address varied interpretations and concerns.
• The discussion focuses on practical application and overcoming barriers to implementing flipped learning in simulation.

Key Insights:

• Healthcare educators frequently encounter the flipped classroom concept but interpret it differently.
• Concerns regarding the practical implementation of flipped learning in simulation settings are prevalent.
• A clear definition and structured recommendations are needed to guide the effective use of this pedagogical approach.

Outlook:

• Further research is needed to standardize the flipped classroom model in healthcare simulation.
• Developing best practices and training programs can address current implementation challenges.
• The article aims to provide a foundational framework for educators seeking to integrate flipped learning into simulation-based healthcare education.