Flipping pathology: our experience at an Australian medical school

Flipped classroom and active learning pedagogies are gaining popularity in institutions across the world. There are very few studies about their use in Australian medical schools, in particular the pre-clinical sciences. In this paper, we share our experience of adopting the flipped classroom approach in teaching pathology to second year medical students at the University of Queensland, School of Medicine. The overall response from our students was positive but we are also aware of the limitations and shortcomings. Our findings, particularly student perceptions, can guide other investigators in flipping their course