Abstract

PRIETO-MARTIN, Alfredo et al. Flipped classroom in health teaching: recommendations for its implementation. FEM (Ed. impresa) [online]. 2019, vol.22, n.6, pp.253-262.  Epub Mar 09, 2020. ISSN 2014-9840.  https://dx.doi.org/10.33588/fem.226.1031.

Flipped classroom means that students have the first exposure to new information to be learned outside the classroom by mean of electronic documents (texts and videos). Next, class time is devoted to class activities which reinforce the assimilation of that knowledge by applying it to answer questions and solving cases and problems. This learning model reduces the class time devoted to direct instruction and increases the time used in active learning. It transfers to the student the responsibility of initially striving to reach a basic understanding and communicate their difficulties and doubts to the teacher. Thus, the teacher receives information about the difficulties and needs of their students and can adapt the activities they will carry out in the classroom to solve the doubts expressed by their students. We named this teaching methodology as adaptive flipped classroom. The flipped classroom achieves a greater degree of involvement of students with their learning, improvements in academic results and in their assessment of the teaching received. In this report, the benefits and costs of the change are weighed from the traditional expositive methodology to the adaptive flipped classroom and, finally, recommendations are given for the implementation of the flipped classroom in the context of a traditional teaching of health sciences.

Keywords : Adaptive flipped classroom; Difficulty focused flipped classroom; Flipped classroom.

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