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• W4225308701 abstract "Letter to the EditorStudent perspectives on applying the flipped teaching model virtually and in personChao Wong and Parker O’NeillChao WongSt. George’s University of London, London, United Kingdom and Parker O’NeillSt. George’s University of London, London, United KingdomPublished Online:03 May 2022https://doi.org/10.1152/advan.00055.2022MoreSectionsPDF (144 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInEmailWeChat We would like to thank Gopalan et al. (1) for their recent article regarding the utilization and efficacy of a flipped teaching (FT) model in virtual teaching. As medical students who have had their education affected by the COVID-19 pandemic, we have experienced a similar shift in our teaching to virtual platforms with a strong emphasis on the FT model. Gopalan et al. (1) identified the benefit of repeated exposure to learning content, and we agree that it allows for more meaningful engagement with the instructors. As a whole, St George’s has implemented a “spiral learning” curriculum where students are repeatedly exposed to similar content material, albeit at different levels of depth as they progress. When this model was first introduced, it was found that “the iterative revisiting of subjects throughout the course is particularly relevant in integrated and problem-based learning and in outcome-based education” (2). We find that the FT model perfectly echoes this basis of teaching, as it repeatedly exposes students to content material at different depths through the combination of asynchronous activity, engagements with lecturers and within groups, and its utilization of assessments.A virtual environment also allows for the use of multiple innovative teaching modalities. We have personally experienced the benefits of virtual polling questions during lectures and the increased ease of resource sharing between our peers. This increased collaboration between students has been shown to encourage critical thinking and improve communication skills (3). Additionally, St George’s utilizes question moderators, who are experts in the teaching material, to allow for clarification of concepts and student questions throughout sessions as well as viewing the lectures from a student’s perspective to identify any technical issues that may arise during the sessions. As students who have received support from question moderators, we believe they greatly enhance engagement within the FT model.Finally, as some medical institutions begin to return to face-to-face teaching, we urge educators to continue using FT models for in-person teaching. Our university delivers virtual and in-person FT sessions composed of asynchronous and synchronous activities as well as scenario-styled opportunities (problem-based learning) to apply the content material within a group discussion setting, as opposed to the quizzes used by Gopalan et. al. (1). The addition of the scenario-styled activity to the FT model allows students to discuss and apply the content material in a collaborative environment. We believe that this additional step within the FT model can allow for increased exposure and motivation when learning, as it adds an element of practical and clinical application of learned content.In conclusion, we agree with Gopalan et al. (1) that the FT model of learning is student focused and provides innovative ways to improve education virtually. This model of FT teaching can be further expanded with the addition of other styles of teaching that already exist within medical education to improve student satisfaction and knowledge retention. Finally, we believe that the FT model is not only limited to virtual teaching but should be retained when institutions decide to return to physical teaching.DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.AUTHOR CONTRIBUTIONSC.W. and P.O. drafted manuscript; edited and revised manuscript; and approved final version of manuscript.REFERENCES1. Gopalan C, Butts-Wilmsmeyer C, Moran V. Virtual flipped teaching during the COVID-19 pandemic. Adv Physiol Educ 45: 670–678, 2021. doi:10.1152/advan.00061.2021. Link | ISI | Google Scholar2. Harden RM, Stamper N. What is a spiral curriculum? Med Teach 21: 141–143, 1999. doi:10.1080/01421599979752. Crossref | PubMed | ISI | Google Scholar3. O’Neill G. Small group including tutorials and large group teaching. In: Good Practice in Teaching and Learning. Dublin: UCD-Dublin Centre for Teaching and Learning, 2003, p. 1–12.Google ScholarAUTHOR NOTESCorrespondence: C. Wong ([email protected]com). Download PDF Previous Back to Top Next FiguresReferencesRelatedInformationRelated articlesReply to Wong and O’Neill 03 May 2022Advances in Physiology EducationCited ByReply to Wong and O’NeillChaya Gopalan3 May 2022 | Advances in Physiology Education, Vol. 46, No. 2 More from this issue > Volume 46Issue 2June 2022Pages 329-329 Crossmark Copyright & PermissionsCopyright © 2022 the American Physiological Society.https://doi.org/10.1152/advan.00055.2022PubMed35503404History Received 21 March 2022 Accepted 6 April 2022 Published online 3 May 2022 Published in print 1 June 2022 Metrics Downloaded 326 times" @default.
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• W4225308701 title "Student perspectives on applying the flipped teaching model virtually and in person" @default.
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