TY - JOUR

T1 - An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

AU - Tolks, Daniel

AU - Schäfer, Christine

AU - Raupach, Tobias

AU - Kruse, Leona

AU - Sarikas, Antonio

AU - Gerhardt-Szép, Susanne

AU - Klauer, Gertrud

AU - Lemos, Martin

AU - Fischer, Martin R.

AU - Eichner, Barbara

AU - Sostmann, Kai

AU - Hege, Inga

N1 - Original (English) version. The translated (German) version starts at p.12.

PY - 2016/5/17

Y1 - 2016/5/17

N2 - 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.

AB - 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.

KW - Health sciences

KW - inverted classroom

KW - flipped classroom

KW - medical education

KW - educational video

KW - Open Educational Resources

KW - MOOCs

KW - blended learning

KW - screencasts

KW - podcasts

KW - E-Learning

UR - http://www.scopus.com/inward/record.url?scp=84969190376&partnerID=8YFLogxK

U2 - 10.3205/zma001045

DO - 10.3205/zma001045

M3 - Journal articles

C2 - 27275511

VL - 33

JO - GMS Journal for Medical Education

JF - GMS Journal for Medical Education

SN - 1860-3572

IS - 3

M1 - Doc46

ER -