Workshop Content: Integrating In-Person and Online Learning (Blended)-Reading resources

Reading resources – Flipped Learning Instructional Design

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This document from Continuous Professional Learning (UNM-SOM) dated August 2021 provides an extensive annotated bibliography on flipped learning instructional design in medical and health professions education. It compiles key research articles, systematic reviews, and evaluations addressing the implementation, effectiveness, and perceptions of flipped classroom methodologies across various health-related disciplines.<br /><br />Highlighted studies include Rayburn et al. (2017), showcasing a simple flip of an obstetrics clerkship lecture to foster interactive learning, and others such as Bredow et al. (2021) and Chen et al. (2018), providing meta-analyses supporting flipped classrooms' positive impact on academic outcomes. Multiple references discuss the role of motivation, cognitive load, and active learning principles as theoretical underpinnings influencing flipped classroom success (Abeysekera & Dawson, 2015; Jensen et al., 2015).<br /><br />Several nursing, medical, and graduate medical education papers examine practical applications and benefits, including improved student engagement, performance, and satisfaction across various specialties like cardiology, radiology, anesthesiology, emergency medicine, and geriatrics (Allenbaugh et al., 2019; Belfi et al., 2015; Martinelli et al., 2017; Heitz et al., 2015). Some works focus on curriculum design strategies facilitating pre-class preparation with videos and readings, highlighting their influence on learning efficiency (Guo et al., 2014; Persky & Hogg, 2017; Long et al., 2016).<br /><br />The sources identify challenges and diverse student perceptions related to flipped learning approaches, stressing the importance of instructor roles, collaborative learning, and tailoring pre-class materials to learner needs (McLean & Attardi, 2018; McNally et al., 2017). Other references address flipped classroom applications in continuing medical education and workplace learning (Stephenson et al., 2016; Nederveld & Berge, 2015).<br /><br />Overall, this curated literature underscores flipped classroom pedagogy as a transformative, evidence-based approach enhancing active learning and learner engagement in medical education. It calls for continued research to optimize instructional strategies, accommodate diverse learner preferences, and integrate flipped learning effectively within healthcare education curricula.

Keywords

flipped learning

instructional design

medical education

health professions education

active learning

student engagement

curriculum design

cognitive load

continuing medical education

learner perceptions