ABSTRACT
Math has been a significant obstacle to hinder college students’ progress at all levels, which is increased for students majoring in science. Processing math problems takes time and energy. Here, the math teaching in a traditional in-person clinical laboratory course is redesigned to a flipped model. The short instructional videos are embedded in an interactive online lesson, which is designed to have students relearn, review and master the math skills before the class. Students are required to finish the interactive lesson before coming to the class. Once in class, students apply math for further in-depth learning of laboratory medicine. The new, highly flexible and accessible flipped math learning model encourages students to master the math that looked daunting previously and opens up more class time for practical problem-solving, applying math and advanced medical concepts and mechanisms.
