Flipped classroom - a qualitative study of medical students

In the flipped classroom model, students prepare for lessons in advance, enabling teaching sessions to be used for discussion, reflection and other active learning activities. The aim of this qualitative study was to explore the impact of preparatory tasks on medical students' motivation, engagement and perceived learning.

Two focus group interviews were conducted in May 2024 with 14 medical students at the University of Oslo, Campus South. The students had experience with both traditional lectures and the flipped classroom. The interviews were analysed using a reflexive thematic approach, with a focus on students' experiences with preparation and learning.

Student motivation increased when expectations were clearly expressed and preparatory tasks were adapted to the scope of the teaching session. Students preferred brief preparatory tasks that were provided well in advance. Active incorporation of preparatory work into lessons, in the form of quizzes, discussions and case studies, promoted engagement and self-efficacy. Students felt that the flipped classroom approach deepened their understanding of the material and increased their confidence in academic discussions, particularly in relation to complex topics. They also felt that the teaching model supported the development of professional identity and preparation for clinical practice.

Combining well-defined preparatory tasks and active incorporation of these into the flipped classroom promotes students' motivation, engagement, self-efficacy and reflective thinking.