The educational processes, independent of where and how they happen, are undergoing resignifications of the most diverse orders. To have an idea about these transformations, we can highlight the collaborative learning that, through the participatory methodology of the Flipped Classroom (FC), a concept based on making the student get in touch with basic information about the content of study before class, seeking to extend the time of school space for practical activities of understanding, problem-solving and for the personalized attention of the student.
The purpose of the report is to expose the experience of a class from the second period of medicine with FC in teaching and learning the anatomy of the pelvis. For the application of the first part of FC, the teacher used online tools to host the short video and create the comment space with the students. To be able to do this, the students needed to register and identify themselves on the site that monitored their activities. After that part, during the anatomy class of the week, the academics were separated into small groups to answer an online questionnaire of ten objective questions on their smartphones with a time limit, followed by discussions of clinical practice cases. In this class, it was also possible to see the students’ performance and clarify doubts. The video contained slides of anatomy topics and exposure of anatomical pieces. From this experience, with the Flipped Classroom methodology, a more collaborative dynamic was observed in students in the process of teaching and learning. They became more independent, both online and in-person and in the discussion of the proposed theme. The inversion of the classroom has changed teaching practice, allowing the teacher to assume a much more accessible role in front of the students.
The FC presents itself as an innovative possibility for the process of autonomy of the student in medical education, but with a certain resistance in reconstructing the students, especially in front of the mast of traditional education, thus considering a confrontation to the challenges of education in contemporary democratic and technological society.
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Guimarães B, Dourado L, Tsisar S, Diniz JM, Madeira MD, Ferreira MA. Repensar a anatomia: Como superar os desafios da evolução da educação médica. Vol. 30, Acta Medica Portuguesa. CELOM; 2017. p. 134–40.
Singh K, Bharatha A, Sa B, Adams OP, Majumder MAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019 May 16;19(1).
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