Integrated Flipped Classrooms

Flipping the Classroom,Integrating the Disciplines,

Blending the Learning

Priyia PusparajahBadariah Ahmad

Arkendu Sen

Necessity is the Mother of Invention

Monash Malaysia began a system of rotating small groups of Yr 2 students through their rural posting on a fortnightly basis

Delivery of whole class teaching became a challenge

The necessity

Why not flip?

One question led to many more…

When?

Which discipline?

What topic?

How?

The flipped classroom – very, very briefly…

“Medical students perceive the didactic lecture to be the least effective learning tool within lecture time compared to more interactive approaches” Butler (1992)

Flipping the ORDER of CLASS ACTIVITY and HOMEWORK component of the class

A Dhanoa et al (unpublished): A single Physiology lecture was delivered via flip

classroom module to the Yr 1 MBBS cohort in Monash Malaysia in 2013

The response was highly positive and many students indicated they would like more flip sessions

Pierce and Fox (2012) Flipped classroom module for renal pharmacotherapy

among pharmacy students – utilized live recordings of previous years lectures for students to view followed by cased based discussions and simulations in class

Students expressed a consistently high preference for the flipped classroom model relative to the traditional instructor led model

Background

To the best of our knowledge, this is the first attempt to create a flipped classroom module integrating more than a single discipline in a medical curriculum.

Beginning of semester crammed timetable Students still in the process of adjusting after long

semester break Respiratory Module

very concept heavy for physiology Significant overlap in several subtopics for

Anatomy and Physiology (eg Microscopic anatomy (Histology) of Respiratory tracts as well as Lungs)

What to flip? When to flip?…

The invention: the idea of the integrated flipped classroom is born…

PHYSIOLOGY

ANATOMY

Integrated Respiratory ModuleBIG FLIPPING MOMENT

MED 201321/03/14

Dr Badariah AhmadDr Priyia Pusparajah

Dr Arkendu Sen

Integrated Module – an interface between traditional teaching and modern technology – objective to enhance students learning

Developed digital learning resources Converted 7 physical lectures to 7 virtual lectures – Vodcast Used ECHO 360 system Each virtual lecture - divided into smaller chunks of

information – easier for students to follow “Mini-vodcast” – 8-10 minutes duration Each virtual lecture consisted of 6 to 8 mini-vodcasts

BFM - The ProcessContent & Technology

Dissemination of resources Initially uploaded mini-vodcast onto MULO/Moodle platform

but size files too large Uploaded onto Student Drive (K drive) – campus based Students then downloaded all mini-vodcast onto their

pen/USB drive A Communication line set up with lecturers:- Blog was set up on MULO for Q&A session Respond from blog – lukewarm Most students preferred using social media vs formal blog

florum Ie. SMS/whatsapp – anonymous/shy/inhibited All queries collated and used to prepare for face-to-face

session

BFM The Process – Preparation & IT

BFM - The ProcessChallenges & Advantages

Challenges- Poor audio clarity – student

might lose interest - enhance audio so students can hear follow the lecture clearly – technical help essential*

Editing - time consuming Give yourself ample time to

prepare these mini-vodcast MULO/Moodle could not be the

main platform for storage Consider suitable platform to

store digital resources

Advantages:- Good for difficult concepts –

ie Respiratory Module Student can pause and listen

and replay difficult topics multiple times

Digital resources can be revisited may times over – useful for revision (ie preparation of assessment) vs once off lecture

Can we go to moodle and show our blog forum?

Campus-based – all students attended A 3 hour session with one short tea break (15 minutes) All 3 lecturers present there during the session for clarification &

discussion :- Anatomist, Physiologists/Physician The content of FLIP session conducted based on questions brought up

by students Clicker Questions - help to cover areas which students did not raise

but lecturers thought was significant Main objective of face-to-face FLIP session:- PROVIDE active discussion platform – by identifying “problematic” or

“gap of information” in students learning/understanding Lecturers can give immediate feedback or “plug the hole” NOT to duplicate the vodcast

The BFM – Face-to-face FLIP Session

Benefits of the Face-to-Face Session & Clickers Questions:- For lecturers :- gauge students understanding of the topic Poor performing Clicker questions – feedback/clarification can be given

immediately to students – “fill the gap” Good performing Clicker questions – go through quickly Some “easy questions” did not perform too well – feedback to lecturers

which other areas to cover in following session For students :- meet & discuss with lecturers from different

disciplines at one learning session Integrated curriculum – student can literally see how different

disciplines can come together with several lecturers giving their input at one learning session

More holistic feedback to students– from anatomy, physiology and clinical point of view

The BFM – Face-to-face FLIP Session

Questionnaire Content-based – Pre & Post test Learning experience of the FLIP Session

Background Information Technology

Vodcast – quite detailed regarding organisation, understanding, duration, frequency/# of times watch

Face-to-face – feedback, duration, enhance learning Learning – learning styles

Focus group session Independent colleague – Dr Susan Thomas

Did student find the teaching method effective Benefits and problems student faced with the Integrated Module

Evaluation

Integrated Curriculum – so actual integration by all stakeholders:

Of the curriculum (Disciplines) For the students By the Lecturers

Advantages

MBBS curriculum – in many modules where Team of lecturers think its appropriate to Flip

Clinical Years with students at multiples sites Gippsland and Central – bringing

equivalence to teaching in certain topics Grand rounds etc conducted by specialists

from multiple clinical sites without need to travel or be F2F in all the times

Potential Applications

THANK YOUQ & A