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MEDICAL EDUCATION TEACHING NOTE
Year : 2019  |  Volume : 4  |  Issue : 1  |  Page : 20-21

Flipped classrooms in medical education: Tool to encourage self-directed and active learning


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Medical Research Unit, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Kancheepuram, Tamil Nadu, India

Date of Submission21-Feb-2019
Date of Acceptance25-Mar-2019
Date of Web Publication20-Jun-2019

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Associate Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet Taluk, Kancheepuram District, Tamil Nadu - 603108
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/bjhs.bjhs_7_19

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  Abstract 

The goal of medical education is to produce a competent graduate, who possesses all the skills to meet the needs of the society. Nevertheless, it is not new that most of the students are deficient in critical thinking and complex reasoning, which are must for a successful doctor. Out of the many approaches which have been tried upon, one among them is a flipped classroom, which is a hybrid approach (combination of classroom teaching and self-directed online learning outside the classroom). The advantage of the method is that it enhances the time available for active learning. Moreover, the method has its own limitations and they should be considered before planning such sessions. In conclusion, flipped classroom is a wonderful tool to integrate e-learning with the traditional learning and simultaneously help the medical students to become a self-directed learner.

Keywords: Flipped classroom, medical education, self-directed learner


How to cite this article:
Shrivastava SR, Shrivastava PS. Flipped classrooms in medical education: Tool to encourage self-directed and active learning. BLDE Univ J Health Sci 2019;4:20-1

How to cite this URL:
Shrivastava SR, Shrivastava PS. Flipped classrooms in medical education: Tool to encourage self-directed and active learning. BLDE Univ J Health Sci [serial online] 2019 [cited 2019 Sep 22];4:20-1. Available from: http://www.bldeujournalhs.in/text.asp?2019/4/1/20/260741

The goal of medical education is to produce a competent graduate, who possesses all the skills to meet the needs of the society.[1] Nevertheless, it is not new that most of the students are deficient in critical thinking and complex reasoning, which are must for a successful doctor.[2] If we go further into the depth, the real problem remains with the way in which the students are being taught. As a matter of fact, most of the teaching–learning happens during lectures in the entire period of graduation, and this continues to happen despite the repeated evidence that students' attention span is very small and that they often consider these sessions as boring.[2],[3]

Further, keeping the students focused during the entire duration of class has been acknowledged as a major challenge for the faculty members and thus more and more emphasis has been given to ensure that large-group teaching sessions remains interactive.[1],[2],[3] Another dimension to the learning is that often students believe that they have understood the topic thoroughly, which may not be the case unless given a practical scenario to apply the knowledge.[2] Moreover, considering that each student might have a different learning style, it is irrational to expect that all the students in the class should understand everything which has been taught.[3],[4] On the contrary, it is the duty of the faculty member to be aware about the pattern of learning styles, so that they can adapt accordingly.[2],[4]

Out of the many approaches which have been tried upon, one among them is a flipped classroom, which is a hybrid approach (combination of classroom teaching and self-directed online learning outside the classroom).[1] In this approach, the reading material (learning resources) is shared with the students well in advance and they are instructed to read the same and come for the face-to-face classroom activities.[2] In other words, as the name itself suggests, the traditional mode of teaching is flipped/reversed, and thus, students read by themselves at home, while homework is done in class in the form of activities.[1],[2]

The advantage of the method is that it enhances the time available for active learning (viz. students are involved in meaningful learning activities) during teaching hours.[3] This active learning enables them to have a rich educational experience and at the same time gives an indication to the moderating faculty member that to what extent students have grasped the knowledge.[1],[2] In addition, it encourages the principle of adult learning by not compelling the students to learn only during lecture class.[2],[3] On the other hand, it introduces the concept of self-directed learning, in which students learn at their own pace and thus plays a big role in making them a lifelong learner.[1],[2],[3]

Moreover, the method has its own limitations and they should be considered before planning such sessions.[1] These limitations include the quality of the video/learning resource shared online, students might misunderstand or may not comprehend the message given in the video, and no clarification on their doubts due to absence of faculty members.[1],[2],[3],[4] However, these limitations are quite manageable and just require support from the faculty members and better planning.[2],[3],[4]

In conclusion, flipped classroom is a wonderful tool to integrate E-learning with the traditional learning and simultaneously help the medical students to become a self-directed learner.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
  References Top

1.
Singh K, Mahajan R, Gupta P, Singh T. Flipped classroom: A concept for engaging medical students in learning. Indian Pediatr 2018;55:507-12.  Back to cited text no. 1
    
2.
Sultan AS. The flipped classroom: An active teaching and learning strategy for making the sessions more interactive and challenging. J Pak Med Assoc 2018;68:630-2.  Back to cited text no. 2
    
3.
Fatima SS, Arain FM, Enam SA. Flipped classroom instructional approach in undergraduate medical education. Pak J Med Sci 2017;33:1424-8.  Back to cited text no. 3
    
4.
Shiau S, Kahn LG, Platt J, Li C, Guzman JT, Kornhauser ZG, et al. Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Med Educ 2018;18:63.  Back to cited text no. 4
    




 

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