Flipping the Classroom for Higher Cognitive Activities in Health Professions Education

Authors

Edith R. Fink, University of LynchburgFollow

Specialty

Health Professions Education

Advisor

Laura Witte

Abstract

This article defines and explores the use of flipped classroom (FC) methodology in health professions education and its effects on student learning outcomes when combined with case-based, problem-based, and team-based learning. Research suggests FC methodology promotes problem-solving strategies by creating an environment for the learner to interact with content challenging them to function at a higher cognitive level compared to the traditional lecture-based methodology (TLB). In health professions education, application and problem-solving skills are vital to becoming a competent healthcare provider. This review article summarizes the evidence-based literature on the impacts of student learning outcomes with the use of FC methodology in health professional education. With the variety of settings, structure, and delivery of FC methodology throughout the literature, it is difficult to conclude that the method statistically improves learner outcomes compared to TLB instruction. Research combining FC with case-based, problem-based, and team-based learning shows evidence of superiority in learner outcomes compared to TLB or FC design alone. More research on the different FC formats would help determine which format best promotes higher-order learning and what medical education courses are best suited for using FC methodology.

Recommended Citation

Fink ER. Flipping the Classroom for Higher Cognitive Activities in Health Professions Education. University of Lynchburg DMSc Doctoral Project Assignment Repository. 2023; 5(1).