A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

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Published: Sep 20, 2022
DOI: https://doi.org/10.14434/ijdl.v13i2.32759
Keywords:
Recording, teams, learning, Medicine, Neuroscience, Instructional Design, Curriculum, Faculty
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Section
Design Cases

Main Article Content

Dina Kurzweil
Uniformed Services University of the Health Sciences
David Mears
Uniformed Services University of the Health Sciences
Margaret Swanberg
Uniformed Services University of the Health Sciences
Eric Meyer
Uniformed Services University of the Health Sciences

Abstract

Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.

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How to Cite
Kurzweil, D., Mears, D., Swanberg, M., & Meyer, E. (2022). A Pragmatic Approach to Flipping the Classroom for 170 Medical Students. International Journal of Designs for Learning, 13(2), 1–12. https://doi.org/10.14434/ijdl.v13i2.32759
Author Biographies

Dina Kurzweil, Uniformed Services University of the Health Sciences

Dina Kurzweil is an assistant professor of Medicine at the Uniformed Services University of the Health Sciences (USUHS). She has served as the course director for various courses on curriculum and instruction and also directs the Military Medicine & Space course. She is the Director of the USUHS Education & Technology Innovation (ETI) Support Office, which provides teaching and technology support to faculty.

David Mears, Uniformed Services University of the Health Sciences

David Mears is a Professor in the Department of Anatomy, Physiology and Genetics at USUHS and Co-Director of the Neuroscience Module in the Preclerkship medical curriculum. His research focuses on the development and evaluation of novel teaching tools and approaches for Neuroscience and Clinical Anatomy.

Margaret Swanberg, Uniformed Services University of the Health Sciences

Margaret Swanberg is an associate professor of Neurology, Psychiatry, and Neuroscience at USUHS. She has served as the Neurology Clerkship Director, the Clinical Neurology Course Director for the Neuroscience module, and Co-Course Director for the Neurobiology of Disease Course in the Neuroscience program.

Eric Meyer, Uniformed Services University of the Health Sciences

Eric Meyer is an associate professor of Psychiatry, Neuroscience, and Military & Emergency Medicine at USUHS. He has served as the Psychiatry Associate Clerkship Director, Psychiatry Course Director, and Clinical Director of the Neuroscience and Behavior Module. Dr. Meyer also has a Ph.D. in Health Professions Education with a focus on assessment.

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