Journal
JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT
Volume 2, Issue -, Pages 35-43Publisher
SAGE PUBLICATIONS LTD
DOI: 10.4137/JMECDECDECD.S23895
Keywords
competency-based education; educational technology; flipped classroom; formative assessment; active learning
Categories
Ask authors/readers for more resources
The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available