The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

被引：2
作者：
Mishall, Priti L. [1 ,2 ]
Meguid, Eiman M. Abdel [3 ]
Elkhider, Ihsan A. [4 ]
Khalil, Mohammed K. [5 ]
机构：
[1] Albert Einstein Coll Med, Dept Pathol, Bronx, NY 10461 USA
[2] Albert Einstein Coll Med, Dept Ophthalmol & Visual Sci, 1300 Morris Pk Ave F620SC, Bronx, NY 10461 USA
[3] Queens Univ Belfast, Ctr Biomed Sci Educ, Sch Med Dent & Biomed Sci, Belfast, North Ireland
[4] Univ South Carolina, Sch Med Greenville, Greenville, SC 29605 USA
[5] Univ South Carolina, Sch Med Greenville, Dept Biomed Sci, Greenville, SC 29605 USA
来源：
MEDICAL SCIENCE EDUCATOR | 2025年 / 35卷 / 01期
关键词：
Critical thinking; Active learning; Blended learning; Flipped classroom; Medical education; STUDENT PERCEPTIONS; IMPLEMENTATION; PERFORMANCE; ENGAGEMENT; CLERKSHIP; PEDAGOGY; IMPACT; MODEL;
D O I：
10.1007/s40670-024-02166-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The role of a flipped classroom (FC) instructional method has been expanding in medical education. Despite recent interest in FC pedagogy, little is known about optimal FC implementation strategies in medical education and their impact on learning outcomes. This article aimed to outline the educational theories that guide the design of the flipped instruction method and review the relevant literature to provide evidence-based recommendations for planning, designing, developing, implementing, and evaluating FC instruction in medical education. The review incorporates evidence-based literature that highlights students' performance outcomes and perceptions of the FC instruction method in medical education.
引用
收藏
页码：531 / 540
页数：10
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