Abstract
This article was migrated. The article was marked as recommended. The flipped classroom approach has been used in health profession education to encourage active learning, but predominantly pre-learning flipped activities are passive knowledge input, such as watching recorded lectures. To encourage active learning, online learning activities focusing on knowledge acquisition and application were developed as pre-work for the flipped classroom in a pathology course in an undergraduate medical programme. These included labeling macroscopic pathology and histology images, case scenarios and multiple-choice questions. Student responses indicated that some of these were helpful, while some interfered with learning.In addition to the pedagogical issues associated with designing a flipped classroom, instructors also need to consider the technical elements of designing pre-course material for independent study. This paper examines the components of this flipped classroom's pre-work and highlights successful and unsuccessful e-learning components.
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