“Flipped classroom” for academic and career advising: an innovative technique for medical student advising

Abstract

IntroductionCareer advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a “flipped classroom” style advising session.MethodsWe performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session.ResultsNinety-four percent (95% CI, 88%–100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session.ConclusionUtilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…This practice of teaching was accepted by students belonging to the Baby Boomers and Gen-X generations (Strombach et al, 2016;Ciliberto et al, 2018) who have a high respect for hierarchy (Gibson, 2018), and a willingness to yield to authority (Buetow, 2007;Walker et al, 2016;Manzi et al, 2017). However, the current generations of Millennials (Rothmaler et al, 2017) and Centennials (Amini et al, 2018) expect a more equitable treatment due to lesser regard for a strict chain of command (Gonzalo et al, 2016;Rowland and Kumagai, 2018). They prefer a more open style of teaching (Kipp et al, 2007;Bing-You et al, 2018), and hence wish to be perceived by their educators as colleagues (Andreou et al, 2014) rather than as subordinates (Strombach et al, 2016;Baig and Mallu, 2017).…”

“…These learning styles are also distinct cognitive (Mohr et al, 2011;de Paiva et al, 2017), affective (Sluka et al, 2014), and physiological indicators (Lopes et al, 2015;Tomassini et al, 2016;Brass et al, 2017) of the perceptions and responses of students to their learning environment (Gonzalo et al, 2016;Rowland and Kumagai, 2018). Typifying learning styles based on an individual's innate tendencies toward learning has been reported to augment the educational experience by directly stimulating IM (Sluka et al, 2014;Persky and McLaughlin, 2017;Amini et al, 2018), promoting self-awareness (Dornan et al, 2005), and enabling students to select the best learning approach for a given learning task from a variety of options (Jacobs et al, 2015;Sadowski et al, 2018).…”

“…The flipped classroom model is another efficient method for inculcating a sense of responsibility in students (Alcamo et al, 2010;Mohr et al, 2011;Lopes et al, 2015). This model allows for the creation of a variety of flexible learning options (Karpicke and Bauernschmidt, 2011;Baig and Mallu, 2017) in which students can choose when, where, and how they want to be taught (Zielezinski and Karlowski, 2015;Amini et al, 2018). It also offers students an opportunity to gain exposure to the topic prior to the teaching (Kusurkar et al, 2013;Lambert et al, 2018), thereby providing an incentive (Tetenbaum-Novatt et al, 2018), and a sense of responsibility (Cook and Artino, 2016) to come prepared for class (Zielezinski and Karlowski, 2015;Streilein et al, 2018).…”

“…(Duffy, ). Individuals belonging to this generation are resourceful (Persky and McLaughlin, ), strive for advancement in their jobs (Prensky, ; Amini et al, ), and believe in being evaluated solely on their accomplishments (Orsini et al, ). Since Gen Xers at times tend to question authority and resent top‐down management, they are often perceived to be too direct and outspoken (Hallin et al, ; Cook and Artino, ).…”

“…They prefer a more open style of teaching (Kipp et al, ; Bing‐You et al, ), and hence wish to be perceived by their educators as colleagues (Andreou et al, ) rather than as subordinates (Strombach et al, ; Baig and Mallu, ). Therefore, both these generations expect their opinions to be given due consideration by the educational establishment during their academic journey (Andreou et al, ; Persky and McLaughlin, ; Amini et al, ).…”