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What millennial medical students say about flipped learning

Authors Pettit RK, McCoy L, Kinney M

Received 13 April 2017

Accepted for publication 26 May 2017

Published 20 July 2017 Volume 2017:8 Pages 487—497

DOI https://doi.org/10.2147/AMEP.S139569

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Maria Olenick

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Robin K Pettit, Lise McCoy, Marjorie Kinney

School of Osteopathic Medicine in Arizona, A. T. Still University, Mesa, AZ, USA

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

A Letter to the Editor has been received and published for this article.

A Letter to the Editor has been received and published for this article.

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