Flipped classroom: Transforming learning about the role of surgery in palliative care in Indonesia
Submitted: 13 May 2024
Accepted: 26 August 2024
Published online: 7 January, TAPS 2025, 10(1), 62-64
Daniel Ardian Soeselo1,2, Rennie Yolanda3, Gisella Anastasia1, Dwi Jani Juliawati1 & Natalia Puspadewi1
1Medical Education Unit and 2Department of Surgery, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Indonesia; 3School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Indonesia
I. INTRODUCTION
Providing comprehensive palliative care is a global challenge, particularly in resource-limited settings like Indonesia (Putranto et al., 2017). Palliative care education in Indonesia is often underrepresented in medical curricula, leading to gaps in understanding and application among future healthcare professionals. This issue is compounded by the dominance of lecture-based classrooms from elementary to high school in Southeast Asia, including most medical education in Indonesia. Implementing a flipped classroom approach, which reverses traditional lecture-based and promotes active learning, could transform the education of healthcare professionals by effectively integrating surgery and palliative care within the Indonesian context (Hew & Lo, 2018).
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