HMIDC 2013: Flipped Classroom Concept
Flipped Classroom Concept
Dr. Elizabeth Armstrong
Doing your homework in the class and class-work at home – this is the concept of Flipped Classroom.
The activities at home can take many forms: youtube, lectures, reading, etc, then followed by the ‘lecture’ time being used for interactive discussion, problem-solving and other activities with the teacher. The teacher or educator becomes more of a coach and moderator rather than lecturer only.
A renal example: A core conference on “Hemodialysis complications” A powerpoint created by faculty that fellows listen and watch at home and a reading of the article related to that. During the “1 hour time allotted for the lecture” the fellows are given problem sets or cases to discuss these complications. The faculty in charge now serves as a moderator and allows for fellows to discuss the topic.
Advantages of this approach include: an increase in interaction between students and teachers; a shift in the responsibility for learning on to students; the ability for students to prepare at a time that suits them, and as many times as meets their needs; an archive of teaching resources; collaborative working between students; an increase in student engagement and a shift from passive listening to active learning.
Stanford has taken the lead on using this model in their medical school.
Another viewpoint on this concept: http://www.knewton.com/flipped-classroom/
Check out all of eAJKD’s coverage here and on Twitter (@eAJKD) on the Harvard Macy Institute’s “Become a Digital Citizen – Technology in Health Care Education” course.
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