Assessing the Implementation Requirements of the Flipped Classroom Model for Medical Students: A Multi-Domain Evaluation

Abstract

Abstract The flipped classroom model (FCM) is recognized for its learner-centered approach, which promotes active learning, enhances student engagement, and provides meaningful learning opportunities. However, the successful implementation of this approach necessitates specific prerequisites that may limit its application. This study evaluated the implementation and requirements of the FCM for medical students. Possible prerequisites for implementing the FCM were identified through a literature review and expert panel discussions. An instrument for implementation of FCM were developed and after validation were used to assess the status of FCM implementation in Mashhad medical school, by attending medical students, medical teachers, and technology specialists. The prerequisites of FCM were identified in three domains: students' preparedness, teachers' preparation, and technology provisions. Evaluation of FCM implementation in Mashhad medical schools showed that medical teachers were well-prepared to provide a flexible learning environment, attend to individual learning needs, create engaging content, and offer professional coaching. Students were well-prepared in computer skills, motivation, comprehension of online technology, attitude towards success, and access to technology, but their scores were not desirable in online skills and the ability to discuss a topic online. Technology provisions were desirable in the software aspect and relatively desirable in the hardware aspect. This study emphasizes the importance of considering the prerequisites of FCM for successful implementation in medical education. Both students and teachers need to be prepared and equipped with the necessary skills to effectively use FCM, also having adequate technology resources to support FCM implementation is necessary.