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Perceptions of a Flipped Histology Class: as Polarized as Politics?

Incorporating flipped classrooms in the medical curriculum is gaining popularity, yet the perceived benefits by students are less well known. At the request of the course director, the author of this study developed a flipped class for the immune and lymphatic systems in a traditional semester‐based medical‐level histology course. Students were to prepare prior to class by watching a podcast, reviewing a presentation of laboratory terms, and reading a chapter. Class began with an online quiz over the material followed by a discussion about the questions. Groups then completed three computer‐based clinical cases. To emulate the process of diagnosis, cases were constructed as hyperlinked text documents permitting students to decide between various outcomes at each step before proceeding.