“Flipped classroom” for academic and career advising: an innovative technique for medical student advising

Abstract

Richard Amini,1 Brady S Laughlin,2 Kathy W Smith,3 Violet P Siwik,4 William J Adamas-Rappaport,5 George T Fantry6 1Department of Emergency Medicine, University of Arizona College of Medicine, Tucson, AZ, USA; 2College of Medicine, University of Arizona College of Medicine, Tucson, AZ, USA; 3Department of Psychiatry, University of Arizona College of Medicine, Tucson, AZ, USA; 4Department of Family and Community Medicine, University of Arizona College of Medicine, Tucson, AZ, USA; 5Department of Surgery, University of Arizona College of Medicine, Tucson, AZ, USA; 6Department of Medicine, University of Arizona College of Medicine, Tucson, AZ, USA Introduction: Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a “flipped classroom” style advising session. Methods: We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Results: Ninety-four percent (95% CI, 88%–100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Conclusion: Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution. Keywords: flipped classroom, career advising, medical student advising, academic advising

Keywords

• Flipped classroom
• career advising
• medical student advising
• academic advising