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Emerg Med Australas. 2015 Oct;27(5):453-9. doi: 10.1111/1742-6723.12454. Epub 2015 Jul 31.

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

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Department of Emergency Medicine, Middlemore Hospital, Counties Manukau Health, Auckland, New Zealand.
Department of Surgery, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.



To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine.


Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey.


Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities.


The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching.


education; emergency medicine; flipped classroom

[Indexed for MEDLINE]

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