Before the classroom session
Make videos for a flipped medical classroom
Make a flipped-classroom medical video by supplying the knowledge learners need before a specific classroom activity. AutoScribble helps turn those notes into an editable whiteboard script. Introduce the necessary terms and relationship, then finish with a question or preparation task that connects directly to the discussion, exercise or teaching session planned for the class.
Audience: Health sciences lecturers
Edit your script before generating the video.
Editable starter prompt
Draft a 120-second, 16:9 whiteboard preparation video for [medical learner group]. In the next class they will [activity]. Use the source below to explain only the prerequisite knowledge needed: [concepts]. Introduce unfamiliar terms, develop the key relationship and include the supplied example. End by asking learners to [specific preparation task] and bring [question or observation] to class. Do not complete the entire classroom exercise or add unsupported medical detail. Suggest scenes that establish shared understanding while leaving room for discussion and application during the session. [Paste your source material here]
The pre-class video should make the next activity easier to enter. Start with what students will be asked to do together, then identify the explanation they need beforehand. Keep the video’s purpose distinct from the classroom session, so it provides useful preparation without attempting to deliver the discussion, worked practice and feedback before the learners arrive.
Plan backwards from the classroom task
Write down the activity learners will attempt and the point where missing knowledge could interrupt it. Supply that prerequisite explanation as the video source. For example, a comparison activity may need clear definitions of the categories before class. Include only the background that supports the task, leaving the application and deeper discussion for the planned session.
Use a question that students can carry into class
Choose a prompt that requires learners to use the explanation rather than repeat a label. Ask them to note a distinction, predict what the supplied model implies or bring a question about the example. Keep the task aligned with the classroom plan and describe it plainly. A useful closing instruction should make the purpose of watching immediately apparent.
Check the boundary between preparation and teaching
Review the script alongside the session outline. Remove material that duplicates the whole classroom activity, and add context if the preparation task would otherwise be unclear. A two-minute landscape explanation is a practical starting point. Make the final scene name the next activity so learners understand how the video connects with the live lesson rather than treating it as an isolated clip.
Illustrative storyboard
A possible scene sequence
A pre-class explanation ending with a task for the live session.
- Scene 1
Visual
The upcoming classroom activity is introduced.
Narration
This video prepares you for the activity in our next session.
- Scene 2
Visual
Two prerequisite ideas are explained in the supplied terms.
Narration
These ideas provide the starting point for the task.
- Scene 3
Visual
A brief source-supported example connects the ideas.
Narration
Use this example to notice the relationship we will discuss.
- Scene 4
Visual
A preparation question appears beside the session reminder.
Narration
Bring your response to this question into the classroom activity.
Example storyboard; your generated video will vary.
Questions
- Should the video teach the whole lesson before class?
- Give it a narrower preparation job. Explain the prerequisites learners need, while keeping the planned discussion, application and feedback available as meaningful parts of the classroom session.
- What makes a useful pre-class question?
- Choose a question linked to the actual activity. It should help learners notice a relationship or identify uncertainty they can discuss, rather than simply test whether they watched.
- Can I adapt an existing lecture section?
- Yes. Paste the relevant notes, then change the objective to preparation for the upcoming task. Remove material that belongs in the activity rather than in its introduction.
Review the generated wording and visuals before using your video. See pricing and credits.