New methodologies, new opportunities
The incorporation of the Integrated Curriculum at School of Medicine makes it necessary to introduce new methodologies and strategies to make the student the protagonist of the learning process.
Therefore, the professional internship of professor must become a process of action and cooperative reflection, of inquiry and experimentation, where the teacher learns to teach and teaches because he learns: he intervenes to facilitate - and not to impose or substitute - the understanding of student body and, reflecting on his intervention, he exercises and develops his own understanding.
To achieve this strategic change in the way students are taught, the pedagogical model of class reverse Flipped Classroom is a tool fundamental: it transfers the work of certain learning processes outside the classroom and uses the time of class, together with the experience of professor, to facilitate and enhance other processes of knowledge acquisition and internship within the classroom.
Thus, the Flipped Classroom allows:
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To make the student responsible for their own learning, being the active protagonist. The assimilation of contents will take place partially through their activity staff of research and finding. And the teacher acquires the role of facilitator of this whole process, generating the contents and guiding the learning.
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To make students autonomous and independent, capable of solving problems that arise, applying the acquired knowledge. It is about teaching the student to understand, retain and properly use their knowledge, going from the classic student dependent to an autonomous student .
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Encourage the exchange of knowledge among students globally, through the so-called "cooperative learning", in which each student can take advantage of the work of others for themselves, but without forgetting that this work will always be a complement to their own, never a substitute. Fundamental transversal competencies are developed to train a professional, such as work in a team or collaborative leadership.
Differences between the traditional model and the Flipped Classroom
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Prepraration of facilitating material at classroom. Motivational. |
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Study for the exam. |
Active, protagonist. He also studies to solve problems. |
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Evidence of results
The introduction of Flipped learning in the university teaching is a fact, and there is already data of its applicability and effectiveness also in the specific context of the Education Medical.
Although not all randomized programs of study demonstrate a clear benefit in knowledge acquisition, a latest published meta-analysis suggests that this strategy on the classroom of the Schools of Medicine achieves a statistically significant improvement in student performance compared to traditional teaching methods.