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Adv Med Educ Pract. 2018 May 14;9:371-376. doi: 10.2147/AMEP.S162504. eCollection 2018.

"Flipped classroom" for academic and career advising: an innovative technique for medical student advising.

Author information

1
Department of Emergency Medicine, University of Arizona College of Medicine, Tucson, AZ, USA.
2
College of Medicine, University of Arizona College of Medicine, Tucson, AZ, USA.
3
Department of Psychiatry, University of Arizona College of Medicine, Tucson, AZ, USA.
4
Department of Family and Community Medicine, University of Arizona College of Medicine, Tucson, AZ, USA.
5
Department of Surgery, University of Arizona College of Medicine, Tucson, AZ, USA.
6
Department of Medicine, University of Arizona College of Medicine, Tucson, AZ, USA.

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-on-one 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.

KEYWORDS:

academic advising; career advising; flipped classroom; medical student advising

Conflict of interest statement

Disclosure The authors report no conflicts of interest in this work.

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