The Flipped Classroom and Simulation: a Primer for Simulation Educators

Abstract

The flipped classroom has become part of the lexicon in discussion of pedagogies in healthcare education. When reviewing the simulation literature, however, the term is only recently being mentioned. We determined there was a need for this article based on workshops held at the annual International Meeting for Simulation in Healthcare (IMSH), which were facilitated by the authors. In the workshops, most of the participants had heard the term and had first-hand experience with the flipped model in simulation; however, there were varied interpretations of the flipped model and several concerns related to implementation of the model. In this article, we define the flipped classroom model, review the existing work on using the flipped model in healthcare education, and provide five recommendations regarding use of the flipped model in simulation. The framework for summarizing the work and presenting the recommendations is based on a brief review of the literature and from the participant discussions at the IMSH workshops.

Videos of demonstration versus text and image-based material for pre-skill conceptualisation in flipped newborn resuscitation training for medical students: a pilot study

“…While systematic reviews have shown that the FC results in knowledge gains comparable or superior to other methods [2][3][4], evidence with regard to skills acquisition appears to be conflicting [2,5,6]. Despite this, promising results of recent flipped approaches to simulation-based procedural skills (PS) training [7][8][9][10][11] support the use of the FC framework in simulationbased education [12,13]. However, behavioural frameworks used in simulation-based PS training, flipped or otherwise, which mandate repeated mechanical practice in a simulated setting may not be adequate for teaching complex PS [14].…”

Effects of Debriefing on Motivation and Reflective Thinking of Nursing Students during In-School Practicum Using a Flipped Learning Model

“…Debriefing [ 13 , 14 ] and flipped learning [ 6 ] are effective educational approaches with positive effects on nursing education. However, their combined educational effects require further validation [ 17 ]. To address this gap in the literature, the current study added debriefing to in-school practicum via flipped learning, then examined how this impacted academic motivation and reflective thinking in a sample of college students.…”

“…A previous study suggested that debriefing and flipped learning could be integrated to further acquire skills and knowledge [ 17 ]. Especially during the COVID-19 pandemic, nursing education had to emphasize professional career independence.…”

“…It is rare to apply debriefing in nursing practicum classes in schools. Recently, a study reported that applying both flipped learning and debriefing methods to education can be helpful for education [ 17 ]. Therefore, it is necessary to examine whether debriefing is effective for improving learning motivation and reflective thinking by applying debriefing in nursing practicum classes in schools that use flipped learning.…”

Videos of demonstration versus text and image-based material for pre-skill conceptualisation in flipped newborn resuscitation training for medical students: a pilot study

“…While systematic reviews have shown that the FC results in knowledge gains comparable or superior to other methods [2][3][4], evidence with regard to skills acquisition appears to be con icting [2,5,6]. Despite this, promising results of recent ipped approaches to simulation-based procedural skills (PS) training [7][8][9][10][11] support the use of the FC framework in simulation-based education [12][13]. However, behavioural frameworks used in simulation-based PS training, ipped or otherwise, which mandate repeated mechanical practice in a simulated setting may not be adequate for teaching complex PS [14].…”