Citation

Monaghan AM, Hudson J, Alexopoulos AR. Disaster Med. Public Health Prep. 2020; ePub(ePub): ePub.

Copyright

(Copyright © 2020, Society for Disaster Medicine and Public Health, Publisher Cambridge University Press)

DOI

10.1017/dmp.2020.423

PMID

33143807

Abstract

'Flipped learning' has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how 'flipped learning' may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a 'flipped classroom' model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

Language: en

Keywords

Disaster triage training; Flipped classroom; Flipped learning; Self-regulated learning