With the advancement of technology and the diversification of educ methods, innovations in medical educ in line with current conditions have become necessary. Medical educ should be evaluated as a whole. Each branch of science, in addition to its own dynamics, is related to other branches of science, and lifelong learning is very important. It is inevitable to benefit from the opportunities offered by technology in this learning process. The flipped learning/flipped-classroom model offers us these opportunities. Baker first introduced the concept of flipped learning in 1982. Baker focused on a model that is more learner centered and uses technology effectively, instead of rote-based educ. In flipped learning, students are asked to follow the lesson, which will be explained by the educator in the classroom, through training modules that have been recorded electronically in advance and to come to class ready. Students take notes on their questions while watching the modules, and when they come to class, an interactive discussion environment is created with the educator. Thus, it is predicted that brainstorming, discussion and active educal activities will motivate learning for students who come to class prepared by listening to lectures at home. Given that medical educ is a dynamic process, for flipped classrooms to become widespread in our country, the model must first be introduced to educators and students. After the necessary training is provided, the flipped classroom can be included in training programs as a learner-centered constructivist approach.