Training health professionals is challenging educators around the world. The crescent amount of knowledge produced and needing to be curated and incorporated to practice, new technologies, constant changes on health politics, economic issues on health care systems and other topics demands changes on the traditional way to educate. Flipped classroom is a model that includes a range of techniques and methods to promote student-centered approach and active learning and it's been evolving to flipped learning in the past years, being assumed as a good possibility for schools and educators.
Despite that, some educators believe that there remains a lack of evidence that flipped models are in fact a viable solution to the challenges of health professionals' training. So this Research Topic aims to provide evidence based contributions to amplify the flipped model in health professionals' education.
We welcome contributions in the form of original research and systematic reviews addressing the development of competences through flipped models or methods, comparison of content-centered models with student-centered models, comparisons between models, methods or techniques and evaluation of institutional programs.
Training health professionals is challenging educators around the world. The crescent amount of knowledge produced and needing to be curated and incorporated to practice, new technologies, constant changes on health politics, economic issues on health care systems and other topics demands changes on the traditional way to educate. Flipped classroom is a model that includes a range of techniques and methods to promote student-centered approach and active learning and it's been evolving to flipped learning in the past years, being assumed as a good possibility for schools and educators.
Despite that, some educators believe that there remains a lack of evidence that flipped models are in fact a viable solution to the challenges of health professionals' training. So this Research Topic aims to provide evidence based contributions to amplify the flipped model in health professionals' education.
We welcome contributions in the form of original research and systematic reviews addressing the development of competences through flipped models or methods, comparison of content-centered models with student-centered models, comparisons between models, methods or techniques and evaluation of institutional programs.