CROSSING BOUNDARIES: FLIPPING THE CLASSROOM IN THE CLERKSHIP YEAR
Molly E Rideout,Larner College of Medicine at the University of Vermont,Burlington,VT; William V. Raszka,Larner College of Medicine at the University of Vermont, Burlington, VT,,; Brian P. Good,University of Utah School of Medicine, Salt Lake City, UT,,

Rationale:

Medical educators have increasingly embraced the concept that active learning is associated with improved student learning and oucomes. In many schools, there has been a dramatic shift away from lectures in the pre-clinical curriculum and use of active learning modalities such as flipped classrooms. Educators in the clinical years of medical school have been slower to make this transition. Additionally, as US medical schools have developed distant clinical campuses, fewer students are at the same site for clinical experiences. Development of active learning sessions facilitated by a single person can enhance student learning, integrate basic and clinical sciences, and help meet curricular objectives and regulatory requirements regardless of student placement.



Objectives:

Define active and flipped learning

Demonstrate a flipped learning exercise

Identify the key components of flipped learning

Review data supporting active and flipped learning in medical education

Develop an approach to using flipped learning in the clerkship year

Discuss means to include basic science content in active learning sessions

Discuss barriers to using flipped learning in the clerkship and how to overcome them



Methods and Content:

The workshop will be a highly interactive session utilizing active learning principles to reinforce content.  Participants will engage in large group, small group, and peer-to-peer discussions.  The workshop will focus on (1) utility and application of flipped classrooms in medical education; (2) overview of designing a flipped classroom (objectives, pre-class participation, timing, readiness assessment, closing the gap, assessment; (3) pitfalls in flipped classroom designs; (4) methods for maximizing participation rates; (5) use of already created content (e.g. computer assisted instruction); (6) and an approach to outcome analysis.  Participants will walk through a sequential process for developing a flipped classroom.  At each stage, best practices will be presented and then participants, working in small groups, will practice application of the knowledge and get feedback on their efforts.  Participants will pay particular attention to integration of basic science knowledge.  This rigorous, sequential approach will result in the development of a content outline for a flipped classroom exercise that can be used locally.

AV requirements: LCD projector, sound, flipchart

Time (min)  
10 Introductions
15 Flipped learning exercise
10 Background: Active and flipped learning
15 Small group: Pre-learning materials
10 Large group discussion
15 Small group: Readiness assessment
10 Large group discussion
15 Small group: Application exercise
10 Large group discussion
10 Large group: barriers and conclusion