The Active Classroom: A Narrative Review of Active Teaching Methods and the Flipped Classroom Model in Graduate Medical Education

Graduate medical education (GME) is undergoing a significant pedagogical transformation, moving away from traditional, passive learning environments toward more dynamic, learner-centered approaches. This narrative review examines the implementation and impact of active teaching methods in GME, with a specific focus on the flipped classroom model. In this narrative review, we compare and contrast these innovative strategies with traditional didactic lectures, evaluating their effects on learner engagement, knowledge retention, clinical reasoning, and overall satisfaction. Active learning, grounded in constructivist theory, repositions the resident as an active participant in their education, utilizing methods such as case-based learning, team-based learning, and simulation. The flipped classroom, a prominent example, inverts the conventional educational structure by delivering foundational content outside the classroom to reserve in-person time for collaborative problem-solving and application of knowledge. While traditional methods are efficient for information dissemination, evidence suggests that active learning models foster the development of higher-order thinking and essential clinical competencies. Successfully overcoming implementation challenges requires a strategic approach centered on faculty and learner engagement, continuous feedback, and robust institutional support. This review concludes that the adoption of active teaching methodologies is critical for preparing future physicians with the skills necessary to navigate the complexities of modern healthcare.