Flipping the script: The benefits of inverted classrooms in oncology education

Abstract

Introduction The reversed classroom model is an instructional approach that reverses the traditional classroom configuration by having interns engage with course materials and learning activities outside of the classroom and reserving class time for interactive activities such as discussions, problem solving, and group work. In medical education, the flipped classroom model can be an effective way to engage interns in active learning and give them the opportunity to apply what they have learned in real-world situations.[1] The inverted classroom model can also help medical interns stay engaged and motivated because they have more control over their learning and can interact with their peers and instructors in real time. In addition, it can help instructors better assess student understanding and provide targeted support when needed.[2] However, the reverse classroom approach requires careful planning and preparation, as well as a willingness to adopt new teaching techniques. It is also important to ensure that all interns have access to the technology and resources they need to participate in learning activities.[3] What is particular in oncology education ? Medical education in oncology is a challenging and rewarding field that prepares interns for careers in one of the most important and dynamic domains of medicine.[1-3] The complexity of cancer consists mainly on the fact that oncology is a complex field that encompasses a wide range of diseases, each with its own set of symptoms, diagnoses, and treatment options. Medical interns studying oncology must be able to understand and apply this complex knowledge to real-world patients.[3] The specificities of this training are based on several aspects: Advances in technology and treatment: Oncology is a rapidly evolving field, with new treatments and technologies being developed constantly. Medical interns studying oncology need to keep abreast of the latest advances and be able to incorporate them into their treatment plans. Multidisciplinary approach: Cancer treatment often involves a team of healthcare professionals, including medical oncologists, radiation oncologists, and surgeons. Medical interns studying oncology must understand the role of each team member and how they work together to develop and implement effective treatment plans. Emphasis on patient care: Oncology is a field that requires compassion and empathy, as well as technical skills and knowledge. Medical interns studying oncology must learn to communicate effectively with patients, provide emotional support, and coordinate care with other members of the care team.[4] Ethical considerations: Cancer treatment can be a difficult and emotional journey for patients and their families, and medical interns studying oncology must learn to navigate ethical and legal considerations, such as informed consent, end-of-life care, and confidentiality. There are limited published works in the literature that focus on oncology education, recent data highlight the need for a more modern and innovative approach to oncology education, including flipped classrooms. Furthermore, oncology education in low- and middle-income countries is often limited by resource constraints, a lack of trained faculty, and a lack of clinical exposure. We propose a multifaceted approach to address these challenges, including increasing investment in education and training, leveraging technology and online learning platforms, and strengthening partnerships between low- and high-income countries, incorporating flipped classroom approaches.[4] In addition, a flipped classroom approach also addresses recent challenges in oncology education during the COVID-19 pandemic, as well as highlighting innovative approaches like virtual learning and online resources.[5] Overall, medical education in oncology is a challenging and rewarding field that prepares interns for careers in one of the most important and dynamic domains of medicine. How can we implement an inversed classroom approach in oncology education? The reverse classroom approach can be effectively implemented in oncology education by following these basic key steps: Prepare preclass materials: Create engaging and interactive video lectures, online quizzes, and other resources that interns can complete before class. These materials should provide a solid foundation for in-class activities. Active classroom learning: During the course, use interactive activities such as case studies, group discussions, and hands-on simulations to help interns apply what they have learned and develop critical thinking and problem-solving skills. Incorporate technology: Use technologies such as virtual simulations, interactive videos, and online collaboration tools to enhance the learning experience and give interns the opportunity to apply their knowledge in real-life situations. Support student engagement: Foster a supportive and collaborative learning environment by encouraging interns to ask questions, share their thoughts and opinions, and engage with each other and the instructor. Assess student understanding: Assess student understanding through quizzes, discussions, and written assignments to ensure interns retain information and demonstrate mastery of the material. Collaborate with experts: Collaborate with radiation oncologists, physicists, and other experts in the field to bring real-world perspectives and experiences into the classroom and help interns understand the practical applications of what they are learning. Overall, by following these steps, educators can effectively implement the flipped classroom approach in oncology education and provide interns with a more engaging and interactive learning experience.[6-8] What are the tips for the successful reverse classroom in oncology courses? Here are some tips for successfully implementing the reverse classroom approach in oncology courses: Clearly communicate expectations: Clearly communicate to interns the goals and expectations of the flipped classroom approach, including how much time they should expect to spend on preclass activities and what they can expect to achieve in class. Involve interns in preclass activities: Make preclass activities engaging and interactive, giving interns the opportunity to ask questions and receive feedback. This will help interns feel more connected to the material and prepare for in-class activities. Encourage interaction and collaboration: During class, encourage student interaction and collaboration through group discussions, case studies, and hands-on simulations. This will help interns build relationships with each other and deepen their understanding of the material. Provide targeted support: Assess student understanding through quizzes, written assignments, and other assessments, and provide targeted support as needed. This will ensure that interns retain the information and master the material. Incorporate real-world examples: Incorporate real-world examples and case studies into course materials to help interns understand the practical applications of what they are learning. Promote a supportive learning environment: Foster a supportive and collaborative learning environment by encouraging open and honest communication, recognizing and rewarding interns’ accomplishments, and providing opportunities for interns to give and receive feedback. By following these tips, a successful and engaging reverse classroom experience can be created for interns in oncology courses by educators.[9,10] An example of course preparation for the inverted classroom for a radiation oncology course An illustration of course preparation for a reversed classroom approach in a radiation oncology course: Precourse Activities: Prior to class, interns are given a series of activities to complete before class, including: Reading assigned textbook articles and chapters on the topic. Watching videos or animations that explain complex concepts. Taking online quizzes to assess their understanding of the material. Participate in online discussions with classmates and instructors to share their views and ask questions. Classroom Activities: During class, interns participate in a variety of active learning activities including: Group discussions and problem-solving tasks to apply their knowledge. Hands-on simulations and case studies to reinforce their understanding of the material. Lectures by practicing radiation oncologists to provide real-world perspectives on the topic Debates and other interactive activities to encourage critical thinking and promote collaboration. Assessment: Throughout the course, interns are assessed on their understanding of the material through a variety of methods including: Quizzes and online assessments to track their progress. Written assignments that require interns to apply their knowledge in practical ways Presentations and other opportunities to demonstrate their understanding of the material.[11-13] Conclusion This research outlines the potential of the flipped classroom model in oncology education. The paper inaugurates a comprehensive mixed-method approach that combines traditional survey data with innovative virtual interactions; it sheds light on previously unexplored dimensions of flipped classroom impact, highlighting increased accessibility to learning materials, enhanced collaborative learning experiences, and student empowerment through self-directed learning. As an urgent call to action, this study not only justifies the feasibility of flipped classrooms in oncology education but also argues for a paradigm shift in medical education and urging educators, policymakers, and stakeholders to grasp the untapped potential of this innovative approach and investigate it further. By integrating these activities into the oncology course, instructors can create an engaging and interactive learning experience that supports student learning and promotes a deeper understanding of the material. The focus is on student-centered learning, where interns are active participants in the learning process, rather than passive recipients of information. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.