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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

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

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.


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