Review Gold Open Access 2017

The flipped classroom – from theory to practice in health professional education

PA
Persky, Adam M.
 MJ
McLaughlin, Jacqueline E.
American Journal of Pharmaceutical Education
Journal · Vol. 81 · Issue 6 · Art. 118
Abstract

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. © 2017, American Association of Colleges of Pharmacy. All rights reserved.

Keywords

Author Keywords

Critical thinking Active learning Assessment Flipped Classroom Metacognition

Index Keywords

learning human procedures Humans Vocational education education Education, Pharmacy thinking Metacognition Education, Professional
Author Affiliations
UNC Eshelman School of Pharmacy, Chapel Hill, NC, United States
Funding & Acknowledgements
No funding information
References 10 References
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