Peter Phillips
Journal of Paramedic Practice, Vol. 8, Iss. 7, 01 Jul 2016, pp 338 - 342

This article presents a case study in which the author piloted the flipped
classroom on a cohort of paramedic science students at a UK higher education
institution. The flipped classroom will be explained alongside the rationale
for considering it as a good pedagogical addition for paramedic students. As
a new pedagogy, the flipped classroom will be considered against what is
currently known about learning theories and teaching styles. There are potential
drawbacks to this method of teaching and learning and these will be discussed,
as will suggestions to mitigate these drawbacks. Finally, the impact upon the
students will be considered and the author will comment on the pilot and what
this means for paramedic education in the future.

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