Good morning everyone! Welcome to the discussion “No More Lectures? The Changing Landscape of Medical Education.” We have a truly distinguished panel of experts lined up for this exciting discussion, and I want to thank each of them for contributing their time and effort. We also want to thank you for joining us! We hope the coming days will be filled with friendly debate, new insights, and lots of learning for everyone.
By the way, did you do your session pre-work? Please read through the featured article by two of our panelists, Drs. Richard Schwartzstein and David Roberts, for an overview of the topic. We look forward to your comments, ideas, and questions!
I’d like to get us started off today with a closer look at definitions. It seems that everywhere you look, medical school course directors and other faculty are increasingly advertising that their courses utilize the “flipped classroom” model. I wonder, how much of this is just marketing—using a newer, catchier phrase for “interactive lectures” too liberally, and perhaps imprecisely? Certainly having an interactive and engaging teaching session is necessary for the flipped classroom model, but it does not seem sufficient. I’d like each of our discussants to share their working definition for the “flipped classroom” educational model—what are its basic elements and what does it include or not include? Can we arrive at a mutual understanding of the principles that define this approach and the objectives of this design as we set out on our discussion?
In your own words, what is a “flipped classroom”?
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