Question special

As medical schools begin to incorporate more flipped classroom models into their curricula, there is an adjustment period whereby faculty must redesign and rethink their traditional lecture-based course content. Given that most faculty members have both learned and taught in a traditional lecture-based learning environment, these models are not only new to students but also new to faculty.

I'm interested to hear how faculty members can learn to teach a flipped classroom? And also, how faculty are adjusting to these changes? Topic areas may include faculty development, course design, as well as logistics and management of the new model.