In health professions curricula, the foundational sciences are traditionally delivered via didactic lecture. In line with evolving pedagogical theory, there has been a shift towards incorporating more active learning elements into health professions classrooms. This often includes flipped learning opportunities, allowing students to acquire a deeper understanding and integration of course content. Flipped learning experiences that are carefully designed using evidence-based practices are those that tend to produce the most significant results in positive student perceptions and academic performance, yet health professions educators often struggle with proper design & delivery of flipped learning experiences. Many resources exist that tout the benefits of a flipped classroom and outline the basics of converting a lecture to a flipped learning experience, yet few provide an in-depth walkthrough of the process and the underlying theories that support an ideal flipped learning environment.

Participants will work collaboratively to identify the elements of a flipped classroom, appraise best practices and back-wards design methodology for effectively designing flipped classroom lessons, identify strategies for overcoming potential challenges of the flipped approach, explore how to design & structure in-class activities to promote active learning in the classroom, and practice use of a checklist to plan and implement a flipped classroom session.

Participants will also address the benefits and challenges of the flipped approach by reviewing examples of successful, and not so successful, implementations of the flipped classroom. They will discuss the basics of transforming their existing teaching practices and materials into tools that support flipped learning and identify strategies for overcoming the potential challenges of switching to this model.