An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions
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In: GMS Journal for Medical Education, Vol. 33, No. 3, Doc46, 17.05.2016.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -