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Implementation of flipped classrooms in medical colleges: Anticipated challenges and potential solutions


1 Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission23-Nov-2019
Date of Decision30-Jan-2020
Date of Acceptance25-Jun-2020

Correspondence Address:
Saurabh RamBihariLal Shrivastava,
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, Chengalpaet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/mjdrdypu.mjdrdypu_318_19

  Abstract 


The effective delivery of a lecture class poses a major challenge for the faculty members, especially in the field of medical education due to the involvement of vast knowledge and complicated concepts. The “flipped classroom” has emerged as one of the most effective ways to impart curricular delivery during a large group teaching session. The teaching is termed as flipped classroom as acquisition of the knowledge/content is shifted to outside class and is then subsequently followed by the application of the gained knowledge in the class within the presence of a teacher. In conclusion, flipped classroom encourages the role reversal, wherein it is the responsibility of the students to acquire knowledge before coming to the class, while the application part becomes the responsibility of the teacher. Even though it is quite an effective approach of teaching–learning, the implementation of the same requires careful planning and support from the faculty members.

Keywords: Faculty member, flipped classrooms, medical education



How to cite this URL:
Shrivastava SR, Shrivastava PS. Implementation of flipped classrooms in medical colleges: Anticipated challenges and potential solutions. Med J DY Patil Vidyapeeth [Epub ahead of print] [cited 2021 Aug 4]. Available from: https://www.mjdrdypv.org/preprintarticle.asp?id=310590




  Introduction Top


The effective delivery of a lecture class poses a major challenge for the faculty members, especially in the field of medical education due to the involvement of vast knowledge and complicated concepts.[1] On the other hand, technological advances have influenced every dimension in the modern era, and the same stands true even in the field of medical education.[1]


  Flipped Classrooms Top


The “flipped classroom” has emerged as one of the most effective ways to impart curricular delivery during a large group teaching session, and at the same time, it very much embraces the concept of employment of technology-driven teaching–learning.[1],[2] In fact, encouraging results have been reported in the settings, wherein flipped classrooms have been adopted to facilitate teaching–learning.[2],[3] The flipped classroom is an effective approach to impart problem-solving, critical thinking, and clinical reasoning skills. The method is extremely crucial to transform them as a self-directed and a lifelong learner, which are very important attributes in the making of a primary care physician.


  Procedure Top


The teaching is termed as flipped classroom as acquisition of the knowledge/content is shifted to outside class (online mode) and is then subsequently followed by the application of the gained knowledge in the class within the presence of a teacher.[3] In the method, learning resources (viz., videos, and recorded lectures) are shared with the students in advance and are instructed to read and come for the forthcoming class.[1] It is a blended form of learning, and in the first stage, the student gets multiple chances to go through the learning resource outside the class, till they understand the same.[4] This aspect supports the learning style of different learners and even provides them an opportunity to learn at their own pace.[4]

However, in the second stage, amidst the presence of the faculty member, the students are exposed to the complex problem-solving, deep learning, and peer interaction.[1],[2] Thus, as per the Bloom's Taxonomy, a student learns lower level (viz., recall and understand) of cognition outside the class, while the higher level (viz., analyze, apply, evaluate, and create) happens inside the classroom.[1],[2],[3] Acknowledging the multiple merits linked with its use, it is vital to plan and implement the same in medical colleges.[2],[3],[5]


  Challenges and Potential Solutions Top


However, the implementation of the same has been linked with multiple challenges, and it is of utmost importance to keep them in mind and respond accordingly [Table 1].[1],[2],[3],[4],[5]
Table 1: Anticipated challenges and potential solutions

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  Conclusion Top


Flipped classroom encourages the role reversal, wherein it is the responsibility of the students to acquire knowledge before coming to the class, while the application part becomes the responsibility of the teacher. Even though it is quite an effective approach of teaching–learning, the implementation of the same requires careful planning and support from the faculty members.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Young TP, Bailey CJ, Guptill M, Thorp AW, Thomas TL. The flipped classroom: A modality for mixed asynchronous and synchronous learning in a residency program. West J Emerg Med 2014;15:938-44.  Back to cited text no. 1
    
2.
Wu JC, Chi SC, Wu CC, Kang YN. Helps from flipped classroom in learning suturing skill: The medical students' perspective. PLoS One 2018;13:e0204698.  Back to cited text no. 2
    
3.
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. 3
    
4.
Hoover CA, Dinndorf-Hogenson GA, Peterson JL, Tollefson BR, Berndt JL, Laudenbach N. Flipped classroom: Do students perceive readiness for advanced discussion? J Nurs Educ 2018;57:163-5.  Back to cited text no. 4
    
5.
Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ 2014;14:181.  Back to cited text no. 5
    



 
 
    Tables

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  In this article
   Abstract
  Introduction
  Flipped Classrooms
  Procedure
   Challenges and P...
  Conclusion
   References
   Article Tables

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