Hurtubsie et al. (2015) described the flipped classroom as "the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies" such as case-based or team-based learning, reflection, simulations, or discussions. By flipping the classroom, students are given the opportunity to progress through the lecture or reading materials at their own pace and review multiple times coming to class prepared to deepen this learning through application. The key elements to flipping the classroom are providing students the opportunity to gain exposure to information before class, incentivizing students to prepare, assessing student understanding, and implementing in-class activities that promote critical thinking.

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