Abstract:

Introduction:
Literature on educational research reveals that teaching students prepared for class lectures helps build better student engagement, interaction, and active learning. The COVID-19 pandemic has disrupted traditional classroom teaching methods, and thus, using online teaching methods has actively come into use. The recent advances in technology have unlocked an entirely new direction in educational research. This new flipped classroom is a novel pedagogical method that employs asynchronous video lectures and practice problems as homework to be done by students and active, group-based problem-solving activities.

Aim:
This research focuses on providing higher education leaders with additional and alternative methods to enhance the present style of teaching students, catering to the online healthcare administration curriculum. The findings from this research can help colleges and universities enhance their teaching and learning methodology.

Methodology:
This research is performed using data from secondary research on existing material present on flipped classroom events in various healthcare professional programs. There is no substantial literature available on a flipped healthcare administration program, but related material has been gathered and examined using secondary data.

Results:
This research has examined three health professional programs and their use in a flipped classroom. The first study is based on a 2012 study conducted with first-year pharmaceutical students from the University of North Eshelman School of Pharmacy. In this study, the goal of switching into a flipped classroom was to build the students learning capacity and develop their critical thinking while enhancing the engagement between teachers and students. The classroom had higher attendance, it also showed better student skill development through detailed feedback from instructors who helped identify students' weaknesses and strengths and helped students to build on their weaknesses to develop.

The second study has been performed with the University of California for 3rd-year surgery students. The goal of this study was to use a constructive student-focused model to improve learner attitudes. The flipped activity was useful to understand how constructive principles could be developed and helped in enhancing student engagement. Case studies were used in these online sessions. This study used group discussions in class and a variety of pre-class learning options, which helped understand the new concepts better for students.

The last study reviewed was from the U.S. Department of Health and Human Services. It assessed the role of a flipped classroom in a graduate medical education program. Further, it was conducted using 43 second-year internal medicine post-graduate trainees. The session used case-based discussions.

Discussion and Conclusion:
Upon completion of the analysis of the findings from these 3 studies, a flipped classroom has drawn a positive experience among students. As there is a gap in research in using a flipped classroom for a healthcare administration course, the strategies used in the above 3 cases would be useful in implementing this. However, looking into strategies from the above studies, strategies are needed to motivate students to do homework to bring in success for flipped classroom sessions.

Keywords:

Flipped classroom, curriculum development, healthcare administration, Bloom's taxonomy, online education.