Healthcare school curricula have transitioned away from traditional teacher-centered didactic pedagogies for preclinical education to more active learning methods to facilitate engagement and enhance critical thinking in "techno-native" millennial and generation Z learners. While many approaches incorporate active learning principles, the "flipped" or "inverted" classroom model is the most commonly discussed. Many faculty struggle with "flipping" classrooms, as managing student workload limitations, promoting engagement in application activities, and ensuring learner preparation are major challenges contributing to student and /or faculty perceptions of "flopping". This focus group will provide examples of how distinguished preclinical teaching faculty at 2 different institutions develop and use technology to create interactive, efficient digital teaching resources (digital platforms, electronic self-learning modules) to encourage maximal utilization and self-directed learning for students to optimize preparation for effective flipped experiences. Active learning modalities discussed include TBL, Just in time teaching (JiTT), simulations, and other forms of case-based learning (CBL). The small group discussion will also be facilitated by a medical school instructional designer with expertise in education technology who will address participant questions regarding efficacious use of software and effective designing principles.
 

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