The flipped classroom as a method to improve learning in radiology

Abstract

This article is a narrative review of the flipped classroom methodology, with a special emphasis on its application in radiology teaching within medical degree programmes. Both traditional teaching methods and the flipped classroom model are described, highlighting their benefits and drawbacks based on previous studies and the authors’ personal experience in the Diagnostic Imaging and Physical Medicine course.

The flipped classroom approach requires students to review educational material before attending class, allowing in-person sessions to focus on practical activities and problem-solving, thereby promoting active and meaningful learning. This method demands greater dedication and autonomy from students, as well as preparation and commitment from instructors.

The findings from the teaching experience suggest that students perceive the flipped classroom as a useful method for understanding concepts, but are unkeen on it being implemented in other subjects due to the additional effort required.

It is concluded that the flipped classroom can be an effective pedagogical method for teaching radiology if properly integrated into the curriculum and combined with traditional methods.