An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

  • Daniel Tolks
  • Christine Schäfer
  • Tobias Raupach
  • Leona Kruse
  • Antonio Sarikas
  • Susanne Gerhardt-Szép
  • Gertrud Klauer
  • Martin Lemos
  • Martin R. Fischer
  • Barbara Eichner
  • Kai Sostmann
  • Inga Hege

In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blendedlearning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students’ self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources “movement” and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.

Titel in ÜbersetzungEine Einführung in die Inverted/Flipped-Classroom-Methode in der Aus- und Weiterbildung in der Medizin und den Gesundheitsberufen
OriginalspracheEnglisch
AufsatznummerDoc46
ZeitschriftGMS Journal for Medical Education
Jahrgang33
Ausgabenummer3
Anzahl der Seiten11
ISSN1860-3572
DOIs
PublikationsstatusErschienen - 17.05.2016
Extern publiziertJa

Dokumente

DOI

Zuletzt angesehen

Publikationen

  1. Gamification and Governmentality
  2. Rechtschreiblernen in der Sekundarstufe I
  3. Environmentalitäre Zeit
  4. Numerical study of electrode vaporization rates in an Automotive HVDC Relay in hydrogen and open air in a short circuit situation
  5. Das Konzept Eigeninitiative
  6. Das digitale Bild gibt es nicht
  7. mobsim
  8. The contestable markets theory
  9. A multivariate, multilevel analysis of the relationship between cognitive abilities and scholastic achievement
  10. The production of educational space
  11. Re/working Affect - Queer Feminist Engagements
  12. Zuwanderer in der Stadt
  13. Investor sentiment and initial coin offerings
  14. Playing with sound and gesture in digital audio games
  15. Mehr Füchse, weniger Igel!
  16. Schaubilder
  17. Einsatz von Workflow-Managementsystemen in der Hochschulverwaltung
  18. Five priorities to advance transformative transdisciplinary research
  19. Schulleitungsmonitor Schweiz 2021
  20. Die Elbtalaue
  21. Does money "buy" tolerance toward damage-causing wildlife?
  22. "... für das Leben lernen wir"
  23. Not Only the Miserable Receive Help
  24. Repräsentationsarbeit als performative Praxis
  25. Eckpunkte zu einem Rahmencurriculum
  26. The insurance value of biodiversity in the provision of ecosystem services
  27. Keine Reform nirgends? Doch, im Lüneburger Modell!
  28. Distance-sensitivity of German exports
  29. The Performance of Foreign Affiliates in German Manufacturing
  30. Meeting the Future
  31. Psychological, sociodemographic, and infrastructural factors as determinants of ecological impact caused by mobility behavior
  32. Das Unwort erklärt die Untat
  33. Dinotefuran alters Collembola-fungi-bacteria interactions that control mineralization of maize and soil organic carbon
  34. Does storytelling for sustainability work? An experiment
  35. Lehrer. Bildung. Gestalten
  36. Reaction of Calcium Chloride and Magnesium Chloride and their Mixed Salts with Ethanol for Thermal Energy Storage
  37. Educating moral sensitivity in business
  38. Microstructural investigations of MG-AL alloys containing small amount of SiC nucleants
  39. Politics of Reproduction
  40. Response of soil fertility indices to long-term application of biogas and raw slurry under organic farming
  41. SpurenLesen 2: Religionsbuch für die 7./8. Klasse, Lehrerband