Flipped Classroom Model: What, Why, and How

 

Natalie So, PharmD
PGY1 Pharmacy Resident
MedStar Montgomery Medical Center

What is a flipped classroom? Are you saying we are not going to be lectured? Are we going to have to learn pathophysiology and all the medications that involve the heart by ourselves? There are many cardiology disease states, how are we going to do that? These were the thoughts I had when my classmates and I were told that our cardiology therapeutics unit was going to be implemented via a flipped classroom format during our third year in pharmacy school. I was skeptical about flipped classrooms at first, but after experiencing it, I could see why it has become a popular instructional model. 

 

What is flipped classroom? 

According to the Derek Bok Center for Teaching and Learning at Harvard University, flipped classroom has become interchangeable with active learning, but it is one of the instructional active learning methods¹. In the flipped classroom model, students learn class material before class by accessing instructor-created videos and lessons or other resources. Class time is used for “working through problems, advancing concepts, and engaging in collaborative learning” instead of delivering lectures or transmitting knowledge^2,3. In this approach, students are responsible for their own learning and for applying the concepts learned in class. Speaking from experience, professors divided up the whole cardiology unit into different disease states, such as hypertension, heart failure, arrhythmias, etc. Before each active learning session, we were expected to complete assigned readings, such as guidelines and journal articles, and to answer pre-class questions to prepare for in-class activities. During class time, we were challenged to apply what we had learned at home by working through patient cases, assessing relevant information, and making drug therapy recommendations. Professors also took the time to answer any questions we had and clarify difficult concepts. 

 

Advantages of flipped classroom 

A review by Akcayir points out that the flipped classroom approach improves learning performances, increases student satisfaction, and enhances their level of engagement in the classroom³. Other advantages include flexibility of learning anytime and anywhere and individualized learning³. Personally, the flipped classroom instructional model allowed me to take charge of my own learning and challenged me to think critically. Before each session, I had to set aside time to complete assigned pre-class activities and attempt to digest and understand the material thoroughly to prepare for the in-class activities. Most of the time I found myself seeking additional resources, such as online videos, to enhance my understanding of some difficult concepts. When I encountered something, I truly could not grasp, I would make sure to raise questions during the active learning sessions. I also found that the flipped classroom model helped with information retention. Compared to the previous courses taught in the first and second year of pharmacy school, I found that the concepts I learned in the cardiology therapeutics course stick with me for a longer term. Lastly, the instructional model also taught me to be resourceful. I now know where to look for evidence-based information and society-recommended guidelines, which had set me up for clinical rotations during my fourth year in pharmacy school and now in residency.   

 

Disadvantages of flipped classroom 

Some disadvantages of the flipped classroom approach are limited student preparation before class, time consuming and increased workload, reported by both instructors and students³. Personally, I found myself spending more time outside of the allotted class time to prepare for the active learning sessions and to really digest the material. On average, I would say I spent twice as much time learning in the flipped classroom approach than in the traditional format. Moreover, given the limited time of the active learning sessions for solving problems and discussing patient cases, some students just perform better when information is presented in class and when higher levels of thinking are performed without time constraints. 

 

How to implement flipped classroom 

To implement this instructional method, instructors should first decide what is the best use of class time before searching for or creating learning materials for students to use before class, because most of the benefits of the approach depends on how the active learning sessions are planned and executed¹. Furthermore, instructors should find or create relevant learning resources that will prepare the students for in-class activities and allow them to see the advantages of spending that extra time before class to learn the materials by themselves¹. Lastly, because unlike traditional lectures, students are not able to ask questions at home as they learn. Instructors should make sure to spend some time during each session to answer questions and to clarify concepts. 

 

References: 

1.    Flipped Classrooms. Harvard University the Derek Bok Center for Teaching and Learning. https://bokcenter.harvard.edu/flipped-classrooms. Accessed September 11, 2021. 

2.    Tucker, B. The Flipped Classroom - online instruction at home frees class time for learning. Education Next. https://www.educationnext.org/the-flipped-classroom. Published October 4, 2011. Accessed September 11, 2021. 

3.    Akcayir G, Akcayir M. The flipped classroom: a review of its advantages and challenges. Computers & Education. 2018; 126,334-345. https://doi.org/10.1016/j.compedu.2018.07.021