Philosophical Reflection about Death and End-of-Life Experiences in Medical Education: A Brief Report of Medical Students' Experiences in a Flipped Classroom

Death and end-of-life care are crucial yet often overlooked topics in healthcare education. This study explores the integration of philosophical reflection into a Flipped Classroom (FC) model within a graduate course on Collective Health at Universidade Federal de São Paulo (UNIFESP(, Brazil. Employing reflexive practice research, the authors, as both learners and researchers, critically examined their engagement with the sensitive theme of death through structured discussions and reflective analysis. The FC model, combined with the independent study of philosophical texts such as "A Cure for Death?" by Jacqueline Lagrée and "About the Death of a Friend" by Montaigne, facilitated a unique learning environment. This approach encouraged cognitive and emotional engagement, fostering critical thinking, empathy, and personal growth. Virtual synchronous sessions provided an interactive space for participants to connect philosophical insights with their professional experiences, enriching their understanding of end-of-life care. The results highlight the transformative potential of the online FC model in addressing emotionally charged themes like death. By creating a supportive and collaborative environment, the FC model enabled participants to develop resilience and sensitivity essential for navigating the complexities of end-of-life care. These findings underline the value of integrating philosophical reflection and reflexive practice into healthcare education and call for further research to explore the long-term benefits of such pedagogical approaches.

Keywords:

Flipped Classroom , Reflexive Practice , Philosophical Reflection , Health education , Death , Terminal Care , Virtual Learning