Flipped classroom methodology:a novel experience for the teaching-learningof Medical Genetics

• Autores: Gómez Ríos, Sadia Lumis, Herrera Armenteros, Anorys Regla, Minaberriet Avellaneda, Dianlet, Vega Conejo, Viviana, Beltrán Blanes, Yeniseys, González Carmona, Yusiem
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Marcelino Champagnat
• Repositorio: Revista educa UMCH
• Lenguaje: español
• OAI Identifier: oai:revistas.umch.edu.pe:article/260
• Enlace del recurso: https://revistas.umch.edu.pe/index.php/EducaUMCH/article/view/260
• Nivel de acceso: acceso abierto
• Materia: aula invertida; docencia; entornos virtuales; Entornos virtuales; flipped classroom; teaching; virtual enviro; Virtual environments

In the stage after the COVID-19 pandemic, the teachers of the Medical Genetics subject of the Latin American School of Medicine continued to implement strategies different from the traditional ones endorsed in previous experiences, so they applied the blended modality, specifically the flipped classroom methodology. In addition, they assumed new roles and incorporated technologies differently, modifying their traditional practices. The objective of the research was to describe the results of the implementation of the flipped classroom methodology for the teaching and learning of the Medical Genetics subject at the Latin American School of Medicine during the 2021-2022 academic year. An investigation was carried out with a qualitative approach of descriptive scope with a phenomenological design. The instruments were applied to a sample of three managers and seven teachers whose selection was made for convenience. As theoretical methods, the analytical-synthetic and the inductive-deductive were used. The empirical methods used were the documentary review, the pedagogical scientific observation and the semi-structured interview. The description of the experience was based on the structure of the course in the virtual and face-to-face environment, the results obtained from the intra-semester and final evaluations of the subject, as well as the opinions of managers and teachers of the department. In conclusion, the use of the methodology was a novel and revolutionary experience that had an impact on the improvement of the educational teaching process during the 2021-2022 academic year, which was demonstrated by the opinions of the interviewed teachers and the satisfactory results of the students.