An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions release_b2ydqtv6zzb2vfzwvpvpz54bcq

by Daniel Tolks, Christine Schäfer, Tobias Raupach, Leona Kruse, Antonio Sarikas, Susanne Gerhardt-Szép, Gertrud Kllauer, Martin Lemos, Martin R Fischer, Barbara Eichner, Kai Sostmann, Inga Hege

Published in GMS Journal for Medical Education.

2016   Volume 33, Issue 3, Doc46

Abstract

In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.
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Type  article-journal
Stage   published
Date   2016-05-17
Language   en ?
DOI  10.3205/zma001045
PubMed  27275511
PMC  PMC4894356
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ISSN-L:  2366-5017
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