The following is a guest post by Dr Teresa Chan, Assistant Professor at McMaster University.
In the paper by Khanova et al. (2015) in the October issue of Medical Education, investigators explored student perceptions of learning experiences across multiple flipped classroom activities.
From my personal experiences, I think that the flipped classroom model makes sense – pushing content-delivery phase to preparation work, this ensures that students might be better prepared to optimally take advantage of the classroom time wherein they might best interact with the teacher.
In this paper they raise the issue around the importance of the “active” proportion of the flipped classroom model. Multiple students noted in this study that the flipped classroom study simply acknowledged that the concept was good, but the strength of the educational experience is dependent on the implementation of the classroom-phase of this material. Some have previously accused the flipped classroom model to be the result of poor teaching practices in our existing medical education culture, but I think that the selection of a worthwhile and enriching experience for the classroom phase of a flipped classroom can augment learning substantively. Aligned with Kolb’s theory on experiential learning, creating a good quality experience for learners is important, as it has the potential to enhance engagement, which in turn often assists with learning.
Methods used locally
In my years as a senior resident and now as a junior faculty member, I have used the flipped classroom a number of different times. My colleagues have also used these techniques increasingly. At McMaster University’s Emergency Medicine residency, we have used the following strategies in the past few years:
- Group activities – creation of teaching materials by students (e.g. podcast scripting, vodcast scripting)
- Group debate / discussion
- Case-based discussions
- Cooperative learning activity with discussion and debrief
- High fidelity simulation
- Mass Casualty simulation (i.e. Large Scale simulation with >30 patients and >15 learners)
- Table top simulation exercises
- “Pimp the expert” where the students get to ask the teacher questions based on the prep work to clarify
Stella Yiu (creator of the FlippedEMclassroom) has also written about this previously on a medical education-related blog providing her spin on materials that might be useful for those planning a flipped classroom activity.
The Wisdom of the #MedEdJ community: A Crowdsourcing Opportunity
- Teachers – Have you run a flipped classroom experience? If so, what did you plan?
- Students – Have you been subject to one? If so, were your problems similar to those as listed by the students in Khanova’s paper?
Please join us in sharing your experiences with our virtual community of practice.