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

Richard Amini, Brady S. Laughlin, Kathy W. Smith, Violet P. Siwik, William J. Adamas-Rappaport, George T. Fantry

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Introduction: Career 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. Methods: We 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-onone advising session. Results: Ninety-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. Conclusion: Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution.

Original languageEnglish (US)
Pages (from-to)371-376
Number of pages6
JournalAdvances in Medical Education and Practice
Volume9
DOIs
StatePublished - 2018
Externally publishedYes

Keywords

  • Academic advising
  • Career advising
  • Flipped classroom
  • Medical student advising

ASJC Scopus subject areas

  • Education
  • Medicine(all)

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