We were excited to read the recent study by Graham et al regarding the effectiveness of the flipped classroom (FC) in acquiring and retaining knowledge in an internal medicine residency program. This was a well-constructed and well-executed study that demonstrated a significant increase in knowledge acquisition and a sustained effect after several months for residents in a FC compared with a traditional didactic format. These findings contrast with prior systematic review results that failed to show a learning benefit via the FC method in graduate medical education.
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