What millennial medical students say about flipped learning

Abstract

Flipped instruction is gaining popularity in medical schools, but there are unanswered questions such as the optimum amount of the curriculum to flip and whether flipped sessions should be mandatory. We were in a unique position to evaluate feedback from first-year medical students who had experienced both flipped and lecture-based courses during their first semester of medical school. A key finding was that the students preferred a variety of different learning formats over an “all or nothing” learning format. Learning format preferences did not necessarily align with perceptions of which format led to better course exam performance. Nearly 70% of respondents wanted to make their own decisions regarding attendance. Candid responses to open-ended survey prompts reflected millennial preferences for choice, flexibility, efficiency, and the ability to control the pace of their learning, providing insight to guide curricular improvements.

Keywords:

• flipped classroom
• mandatory attendance
• medical education
• lecture-based
• variety

Supplementary material

Figure S1 Flipped Preferences Survey

Abbreviations: AAMC, Association of American Medical College; SOMA, School of Osteopathic Medicine in Arizona.

Disclosure

The authors report no conflicts of interest in this work.