The flipped classroom: now or never?


Journal Article

Pedagogical changes and new models of delivering educational content should be considered in the effort to address the recommendations of the 2007 Institute of Medicine report and Benner's recommendations on the radical transformation of nursing. Transition to the nurse anesthesia practice doctorate addresses the importance of these recommendations, but educational models and specific strategies on how to implement changes in educational models and systems are still emerging. The flipped classroom (FC) is generating a considerable amount of buzz in academic circles. The FC is a pedagogical model that employs asynchronous video lectures, reading assignments, practice problems, and other digital, technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom. This FC represents a unique combination of constructivist ideology and behaviorist principles, which can be used to address the gap between didactic education and clinical practice performance. This article reviews recent evidence supporting use of the FC in health profession education and suggests ways to implement the FC in nurse anesthesia educational programs.

Full Text

Cited Authors

  • Hawks, SJ

Published Date

  • August 2014

Published In

Volume / Issue

  • 82 / 4

Start / End Page

  • 264 - 269

PubMed ID

  • 25167605

Pubmed Central ID

  • 25167605

Electronic International Standard Serial Number (EISSN)

  • 2162-5239

International Standard Serial Number (ISSN)

  • 0094-6354


  • eng