Intelligent Flipped Classroom (IFC); a relevant strategy for the medical internship.

Abstract

This study evaluates student perception regarding the educational experience using "Intelligent Flipped Classroom (IFC)" in an Obstetrics and Gynecology internship at Universidad San Sebastián. This strategy inverts the traditional elements of teaching, providing asynchronous instruction outside the classroom, incorporating lesson plans, materials, and study guides to clarify the process. The synchronous instance consists of input control and class oriented to resolve clinical cases and develop major cognitive processes. A descriptive and
cross-sectional study was conducted to evaluate the implementation of IFC in the feto-placental unit evaluation seminar. The results indicate that most students
agreed that IFC facilitated learning, provided an efficient roadmap for the study of the topic, promoted active study and participation, and improved the quality of the seminars. The inclusion of student assistants in the preparation of the materials is suggested to optimize the strategy. Future research could compare the effectiveness of IFC with other teaching methods, explore its effectiveness in other contexts and with different groups of students.