The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health
Professions School
Jacqueline E. McLaughlin, PhD, MS, Mary T. Roth, PharmD, MHS, Dylan M. Glatt, Nastaran Gharkholonarehe, PharmD, Christopher A. Davidson, ME, LaToya M. Griffin, PhD,
Denise A. Esserman, PhD, and Russell J. Mumper, PhD
Academic Medicine, Vol. 89, No. 2 / February 2014
Abstract
Recent calls for educational reform highlight ongoing
concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of
proposed solutions attempt to address apparent deficiencies in current
educational models, a growing body of literature consistently points to
the need to rethink the traditional in-class, lecture-based course
model. One such proposal is the flipped classroom, in which content is
offloaded for students to learn on their own, and class time is
dedicated to engaging students in student-centered learning activities,
like problem-based learning and inquiry-oriented strategies.
In 2012, the authors flipped a required first-year
pharmaceutics course at the University of North Carolina Eshelman School
of Pharmacy. They offloaded all lectures to self-paced online videos
and used class time to engage students in active learning exercises. In
this article, the authors describe the philosophy and methodology used
to redesign the Basic Pharmaceutics II course and outline the research
they conducted to investigate the resulting outcomes. This article is
intended to serve as a guide to instructors and educational programs
seeking to develop, implement, and evaluate innovative and practical
strategies to transform students' learning experience.
As class attendance, students' learning, and the
perceived value of this model all increased following participation in
the flipped classroom, the authors conclude that this approach warrants
careful consideration as educators aim to enhance learning, improve
outcomes, and fully equip students to address 21st-century health care
needs.
(C) 2013 by the Association of American Medical Colleges
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