Flipped classroom and technology-enhanced learning in dermatology education: evidence, implementation, and future directions

Abstract

Dermatology education faces limited curriculum time, a visually demanding specialty, and the need to develop both clinical reasoning and procedural competence. The flipped classroom (FC) delivers didactic content before class and reserves class time for active learning. This mini review synthesizes evidence on FC in dermatology education, distinguishes true FC from broader blended or active-learning approaches, and examines how newer image-based technologies such as teledermatology, gamified education, and artificial intelligence (AI)-assisted tools can complement FC. PubMed, Scopus, ERIC, and Google Scholar were searched through August 2026 for studies on FC, blended learning, or technology-enhanced learning in dermatology. Across the reviewed studies, FC and closely related blended approaches were associated with short-term gains in knowledge and satisfaction relative to traditional teaching, with particular promise when combined with case-based or problem-based learning. COVID-19 accelerated adoption and demonstrated adaptability to remote formats. However, most dermatology studies are single-institution, quasi-experimental, small, and short-term, and only two dermatology-specific studies used randomized designs. Evidence on long-term retention, patient-related outcomes, and clinical competence remains lacking, and gains in satisfaction or confidence should not be equated with objective gains in knowledge or skills. Based on the currently limited evidence, FC appears at least comparable to, and sometimes better than, traditional teaching for short-term knowledge and skills. Educators can reasonably adopt FC as part of blended curricula, while researchers should prioritize multicenter randomized trials with standardized objective outcomes, longer follow-up, and patient-level endpoints.