King Andrew, Boysen-Osborn Megan, Cooney Robert, Mitzman Jennifer, Misra Asit, Williams Jennifer, Dulani Tina, Gottlieb Michael
Emergency Medicine, The Ohio State University Wexner Medical Center.
Emergency Medicine, University of California at Irvine.
Cureus. 2017 Oct 25;9(10):e1801. doi: 10.7759/cureus.1801.
The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented by an open call on Twitter (utilizing the #meded, #FOAMed, and #flippedclassroom hashtags) yielding a list of 33 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in FC pedagogy. The three-round modified Delphi process ranked all of the selected papers and selected the five most highly-rated papers for inclusion. The authorship group reviewed and summarized these papers with specific consideration given to their value to junior faculty educators and faculty developers interested in the flipped classroom approach. The list of papers featured in this article serves as a key reading list for junior clinician educators and faculty developers interested in the flipped classroom technique. The associated commentaries contextualize the importance of these papers for medical educators aiming to optimize their understanding and implementation of the flipped classroom methodology in their teaching and through faculty development.
翻转课堂（FC）教学法在医学教育中越来越受欢迎，因为它对千禧一代学习者具有吸引力，并且在知识获取方面具有潜在优势。尽管FC教学法很受欢迎且有效，但它并非没有挑战。在本文中，我们识别并总结了几篇与有兴趣探索FC教学方法的医学教育工作者相关的关键论文。作者们通过急诊医学学术生活（ALiEM）教员孵化器内的在线讨论，确定了与FC教学法相关的大量论文清单。通过在Twitter上公开征集（使用#meded、#FOAMed和#flippedclassroom标签），该清单得到了扩充，得到了一份包含33篇论文的清单。然后，我们在作者团队（包括初级和高级临床教育工作者）中进行了三轮改进的德尔菲法，以确定对有兴趣于FC教学法的教育工作者最具影响力的论文。三轮改进的德尔菲法对所有选定的论文进行了排名，并选出了五篇评分最高的论文纳入其中。作者团队对这些论文进行了审查和总结，特别考虑了它们对有兴趣于翻转课堂方法的初级教员教育工作者和教员发展人员的价值。本文中的论文清单是有兴趣于翻转课堂技术的初级临床教育工作者和教员发展人员的关键阅读清单。相关评论阐述了这些论文对于旨在优化其在教学中以及通过教员发展对翻转课堂方法的理解和实施的医学教育工作者的重要性。
