PT  - JOURNAL ARTICLE
AU  - Tahseen A Chowdhury
AU  - Halima Khan
AU  - Maralyn R Druce
AU  - William M Drake
AU  - Ravindra Rajakariar
AU  - Raj Thuraisingham
AU  - Hamish Dobbie
AU  - Laila Parvanta
AU  - Francis Chinegwundoh
AU  - Ahmad Almushatat
AU  - Anthony Warrens
AU  - Elspeth M Alstead
TI  - Flipped learning: Turning medical education upside down
AID  - 10.7861/fhj.2018-0017
DP  - 2019 Oct 01
TA  - Future Healthcare Journal
PG  - 192--195
VI  - 6
IP  - 3
4099  - http://www.rcpjournals.org/content/6/3/192.short
4100  - http://www.rcpjournals.org/content/6/3/192.full
SO  - Future Healthc J2019 Oct 01; 6
AB  - Background Flipped learning is an approach in which core teaching is delivered using online material viewed prior to face-to-face learning, applying knowledge gained from online material. Core teaching in a module for third-year undergraduate medical students was based around a 1-week course comprising 32 hours of lectures. Feedback suggested that students were poorly engaged and attendance was poor.Objectives To develop and evaluate a programme of learning for medical students using flipped learning.Methods Core lectures were videoed and students were advised to watch online at home in the morning prior to a case-based interactive discussion session in the afternoon. Feedback was undertaken prior to and following change in delivery; changes in Likert scale feedback were assessed. Thematic assessment of free-text feedback was undertaken. Results of in-course assessment examinations were compared prior to and following change in delivery.Results Student feedback showed a significant improvement in satisfaction with flipped learning compared to standard lectures, both in scores and free-text feedback. Results of in-course assessments did not change between the two methods of delivery.Conclusions Flipped learning can improve student satisfaction and engagement with teaching, but our study has not demonstrated an improvement in assessment scores.