APPLICATION OF THE EDUCATIONAL TECHNOLOGY “FLIPPED CLASSROOM” IN MODERN MEDICAL EDUCATION

Abstract

Introduction. The globalization of education has led to the necessity of adopting digital technologies. Online platforms have become accessible for conducting classes, sharing resources, and managing the daily operations of educational institutions. The aim of the study. To analyze international experience in implementing the “flipped classroom” model in medical educational institutions, including its advantages and disadvantages. Materials and Methods. A retrospective analysis of relevant scientific publications was conducted through online searches in PubMed and ResearchGate using article titles and keywords. Results. The “flipped classroom” is a learning model in which the traditional lecture is the students’ homework and classroom time is spent on active, research-based learning with the support of the teacher. This learning technology deliberately directs the education process towards a student-centered model, in which topics are studied in greater depth during face-to-face classes, thereby creating opportunities for meaningful learning. The interaction between the university teacher and students is enhanced by a joint interactive relationship, as the teacher is present when the students try to analyze and apply new knowledge. International experience in implementing this method in medical education has shown positive feedback from students, who reported increased engagement and active participation in the learning process. Conclusions. This learning methodology alone does not guarantee high-quality learning, but the shift to this concept increases the effectiveness of active study in the classroom. In turn, this improves student academic progress and is associated with greater satisfaction and interest in learning. “Flipped classroom” is preferable to traditional teaching because in “flipped learning”, the university teacher acts only as a coordinator, which helps to develop students’ confidence in being independent participants in the learning process.