- What, Why, and How to Implement a Flipped Classroom Model
This article introduces flipped classroom as a pedagogical model from its definition, theoretical background, reasons for adopting flipped classroom, and tips for pre- and in-class learning. This article also presents the results of a systematic review on flipped classroom and medical education.
- Active Learning Strategies for the SDC
Active learning techniques teachers can use to engage students individually, in pairs, or small groups, and prompt students to talk through their thinking.
- An Algorithm for Incorporating Practice In and Around a Lecture
This article, written by Dr. Stephen Yelon, Professor Emeritus at Michigan State University, discusses how to incorporate practice in and around a lecture based on effective and efficient practice principles.
Small Group Learning
- Desirable Components/Characteristics of Cases for Small Group Learning
This handout provides a checklist of using small groups as a learning activity for medical school and residency faculty.
- Medical Student Perceptions of Effective Small Group Session
This document presents medical students' perceptions of effective small group learning
- How to Engage and Involve Learners in Basic Science Lectures
Developed by Dr. John Gimpel from Georgetown University School of Medicine in the IAMSE Annual Conference, this document includes ways to engage students in traditional basic science lectures.
- Questioning as a Facilitator, Coach, or Teacher
Questioning techniques to engage students individually, in pairs, or small groups, and prompt students to think about concepts or ideas at a deeper level.