how we flipped the medical classroom
2014, 1–4, Early Online
HOW WE. . .
How we flipped the medical classroom
NEEL SHARMA1, C. S. LAU2, IAIN DOHERTY2 & DARREN HARBUTT2
1
National University Hospital, Singapore, 2The University of Hong Kong, Hong Kong
Med Teach Downloaded from informahealthcare.com by Dr. Tanzeela Khalid on 07/17/14
For personal use only.
Abstract
Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.
Introduction
Flipping the classroom centres on the delivery of print-, audioor video-based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three-step approach is based on actual experience of delivering a flipped classroom at the
University of Hong Kong. This
HOW WE. . .
How we flipped the medical classroom
NEEL SHARMA1, C. S. LAU2, IAIN DOHERTY2 & DARREN HARBUTT2
1
National University Hospital, Singapore, 2The University of Hong Kong, Hong Kong
Med Teach Downloaded from informahealthcare.com by Dr. Tanzeela Khalid on 07/17/14
For personal use only.
Abstract
Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.
Introduction
Flipping the classroom centres on the delivery of print-, audioor video-based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three-step approach is based on actual experience of delivering a flipped classroom at the
University of Hong Kong. This
References: Barkley EF. 2010. Student engagement techniques: A handbook for college faculty DaRosa D. 2013. What’s missing from the flipped classroom model? Acad Med J AAMC Herrington J, Oliver R. 2000. An instructional design framework for authentic learning environments Kennedy C. 2014. Method of the month – The flipped classroom. Lage MJ, Platt G, Treglia M. 2000. Inverting the classroom: A gateway to creating an inclusive learning environment. J Econ Educ 31(1):30–43. Mazur E. 2009. Farewell, lecture? Science 323(5910):50–51. Pierce R, Fox J. 2012. Vodcasts and active-learning exercises in a ‘‘Flipped Classroom’’ model of a renal pharmacotherapy module Prober CG, Heath C. 2012. Lecture halls without lectures – A proposal for medical education Prober CG, Khan S. 2013. Medical education reimagined: A call to action. Straumsheim C. 2013. Stanford University and Khan Academy use flipped classroom for medical education Talbert R. 2011. How the inverted classroom saves students time.