Consequences of Switching to Blended Learning: The Grenoble Medical School Key Elements.

Introduction: In 2006, the Grenoble-Alpes University Medical School decided to switch the learning paradigm of the first year to a blended learning model based on a flipped classroom with a continuous dual assessment system providing personal follow-up. We report a descriptive analysis of two pedagogical models.

Methods: The innovative blended learning model is divided into 5 week-sequences of learning, starting with a series of knowledge capsules, following with Interactive On Line Questions, Interactive On Site Training and an Explanation Meeting.