Question special

There appears to be several similarities between the learning that takes place in a flipped classroom and learning on the clinical wards. Just like being successful in the classroom calls for adequate preparation (as highlighted in the responses to Jordan’s question below), being successful on the wards also requires reading ahead, working effectively in interprofessional teams, and being ready to face uncertainty. Students have to direct their own learning, as well as feel confident about speaking up and asking questions. Moreover, clinical learning often happens "in real time" based on whatever patients a student may be seeing or helping care for--that's true problem-based learning in action!

In what other ways are the expectations and the environment in the flipped classroom versus the clinic the same or different? How does the “flipped classroom” model prepare students for the wards? Was the flipped classroom model originally designed with this goal in mind?