A unique flipped classroom approach shows promising results in physician assistant education.

The flipped classroom (FC) model utilizes pre-class foundational learning with in-class higher-order application exercises. FC approaches have reported positive perceptions and mixed academic performance outcomes in medical education; however, little evidence exists on their impact in the 56-week didactic curriculum of Physician Assistant (PA) education. A 4-week FC curriculum was piloted in a PA behavioral medicine course ( = 34).