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The reverse classroom: lectures on your own and homework with faculty

Published online by Cambridge University Press:  04 March 2015

Jonathan Sherbino ,
Teresa Chan  and
Karen Schiff
Jonathan Sherbino*
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, ON
Teresa Chan
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, ON
Karen Schiff
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, ON
*
McMaster Clinic 2nd Floor, Hamilton General Hospital Site, 237 Barton Street East, Hamilton, ON L8L 2X2; sherbino@mcmaster.ca

Abstract

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With the arrival of a technologically proficient generation of learners (often described with the moniker “digital natives”) into Canadian medical schools and residency programs, there is an increasing trend toward harnessing technology to enhance education and increase teaching efficiency. We present an instructionalmethod that allows medical educators to “reverse” the traditional classroom paradigm. Imagine that prior to an academic half-day session, learners watch an e-lecture on their own time; then during class, they do “homework” with tailored consultations from a content expert. The reverse classroom uses simple, readily accessible technology to allow faculty members to engage learners in high-order learning such as information analysis and synthesis. With this instructional method, the inefficient, repetitious delivery of recurring core lectures is no longer required. The reverse classroom is an effective instructional method. Using this technique, learners engage in high-order learning and interaction with teachers, and teachers are able to optimally share their expertise.

Keywords

instructional methodmedical educationteachingtechnology
Type
Brief Educational Report • Bref compte
Information
Canadian Journal of Emergency Medicine , Volume 15 , Issue 3 , May 2013 , pp. 179 - 181
Copyright
Copyright © Canadian Association of Emergency Physicians 2013

References

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