The flipped anatomy classroom. Principles of swimming to avoid sinking.

Abstract

The flipped classroom (FC) experience has been described in literature in a variety of ways. Additionally, research on the FC is mixed in terms of its effectiveness. One possibility for the mixed results could be how the FC was implemented in each study. Studies that have shown positive results of the FC have the following key elements (a) pre‐assigned work often in the form of readings or videos, (b) application and/or synthesis of material during class time, (c) the professor acting as a facilitator, and (d) motivated students. We proposed that what enables faculty and students to sink or swim in the FC depends upon the effective implementation of all 4 elements acting in a system, not just one or two good elements in isolation. The University of Utah School of Medicine (UofUSOM) implemented the FC approach to replace first and second year anatomy lectures. Outcomes of the FC were assessed for the first level of Kirkpatrick's framework for evaluation‐ participation and reaction. The outcomes were used to design best practices guidelines for the four key elements on the FC. Principles learned from this past year will be relayed during this presentation.