To flip or not to flip? Learn more about the flipped classroom model used at the UNC Eshelman School of Pharmacy in an article about the course redesign and its effects on student learning and engagement. Other articles in the February issue discuss the roles of System 1 and System 2 thinking in diagnostic reasoning, longitudinal integrated clerkships, and the gender distribution of medical school faculty. Keep reading below for more information about these featured articles. Read the entire February issue, including the editorial and AM Last Page, online at academicmedicine.org or on your iPad using the Academic Medicine for iPad app.
The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School
McLaughlin and colleagues flipped a University of North Carolina Eshelman School of Pharmacy course in 2012. This article guides those who are seeking to develop, implement, and evaluate innovative and practical strategies to transform students’ learning experience.
Deciding About Fast and Slow Decisions
Croskerry and colleagues argue that research in clinical decision making should foster better understanding of clinical practice and teaching by focusing less on deficiencies of intuitive and analytic systems and more on their adaptive strengths.
Time to Trust: Longitudinal Integrated Clerkships and Entrustable Professional Activities
Based on the work by Myhre et al. and Woloschuk et al., Hirsh, Holmboe, and ten Cate explore the dynamic interplay between longitudinal integrated learning models and entrustment of learners.
Longitudinal Continuity Experiences Can Repair Disconnects in the Core Clerkships for Medical Students
Reflecting on the findings of Myhre et al. and Woloschuk et al., Stevens, Wilkerson, and Uijtdehaage offer observations from their own experience with adding continuity options to traditional core clinical clerkships, highlighting opportunities and challenges.
Gender Distribution of US Medical School Faculty By Academic Track Type
Mayer and colleagues studied the gender distribution of medical school faculty on the traditional tenure track and clinician-educator track types, as researchers have found differences in promotion rates between track types.