Clinical Flipped Classroom Model Structured with Vertical Integration

Background Flipped classroom (FC) is a modern student-centered education method. It is stated that the FC model allows students to learn basic information individually outside the classroom, creating more time for educators to work on practice-based activities, providing a discussion and question-answer environment, and thus providing educator-student interaction in the classroom. It is used in medical education both in the preclinical and especially in the clinical period. Aims The aim of this study is to explain the application of the clinical flipped classroom education method structured with vertical integration during clinical internships and to obtain the opinions of medical faculty term 4 and 5 students about this model. Study design : A cross-sectional and descriptive study. Methods A total of 125 students from the terms 4 and 5 of Aydın Adnan Menderes University Faculty of Medicine (Türkiye) participated in the study (51.6% were male and 48.4% were female). In the study, an questionnaire was administered to term 4 and term 5 students to investigate their opinions about the vertically structured clinical flipped classroom education model. Results 53.7% of the students participating in the study are male and 46.3% are female. In the study, when 4 and 5 points are collected according to the Likert scale of the students, it is observed that the answers given to the questions "Watching the videos again whenever I want in flipped classroom increased the permanence of my learning" and "I welcome the opportunities to use new technologies in my education" reached the highest percentage. Conclusion The vertically structured clinical flipped classroom model is a convenient model for remembering previous information and can be applied in the clinical period. We think that the vertically structured clinical flipped classroom model, which includes many clinical internships in the form of multi-stages, is an educational model that has advantages in terms of students' learning processes.