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The flipped classroom at the Li Ka Shing Faculty of Medicine


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SHARMA, Neel (Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, HKU)
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The flipped classroom at the Li Ka Shing Faculty of Medicine

  1. 1. The flipped classroom at theLi Ka Shing Faculty of MedicineDr Neel Sharma
  2. 2. What is the flipped classroom?• Reversal of lecture and ‘homework’ elements• Students view or listen to lecture materials prior toclass• Class time spent problem solving
  3. 3. Aims• Evaluate the merits of the flipped classroom• Mixed methods format
  4. 4. Methods• Rheumatology teaching• 2 lecture sessions; videos emailed prior• 15 groups of students• Patient cases; MCQs; A-E response cards• Questionnaire; Likert scale, free text responses
  5. 5. Case Mrs Y 23• Presents to her GP with a 3 week history ofgeneralised joint discomfort• On examination you note bruising and joint laxity witha mid systolic click at the apex
  6. 6. Which of the following would help confirm adiagnosis?A Beighton score and Brighton criteriaB Serum cortisolC Serum CKD Coagulation profileE Beighton score alone
  7. 7. What is the most likely diagnosis?A FibromyalgiaB Joint hypermobilityC Polymyalgia RheumaticaD Benign joint hypermobility syndromeE SLE
  8. 8. How to Manage?A NSAIDsB TENS therapyC Endocarditis prophylaxisD Paracetamol as requiredE Fentanyl patch
  9. 9. Beighton score
  10. 10. Results• 87/106 students (82 % RR)
  11. 11. Statement MeanScoreSDHaving access to lecture video/screencast/PowerPoint PRIORto attending the teaching session helped me to understand thekey concepts/issues addressed4.13 0.70I felt better prepared to participate in the teaching session/discussion as a result of having access to lecture materialPRIOR to attending the session4.03 0.77The teaching session provided opportunities to extend myunderstanding of the key concepts, ideas and issues throughpeer interaction3.80 0.80The teaching session provided opportunities to extend myunderstanding of the key concepts, ideas and issues throughteacher interaction3.91 0.79
  12. 12. Statement MeanScoreSDThe teaching session provided opportunities to engage inactive problem-solving with my peers3.83 0.77The access to material BEFORE and the in class activitiesmotivated my interest in the topic3.75 0.81The session inspired me to pursue further learning in thesubject3.72 0.80This teaching format is more useful/effective as compared tothe conventional lecture style3.83 0.84Overall the model of delivery was effective in supporting me toachieve the learning outcomes3.97 0.72Would you like future class sessions to be delivered in this way 3.75 0.84
  13. 13. Qualitative Data• Time for discussion, video taped lecture facilitates discussion• Really encourages us to actively engage in the interactive activities• We are allowed to play back the video and review anytime• Case discussions with lecturer helped to further consolidate ourlearning• Able to explore more key concepts and explore knowledge beyondlecture notes• Watching the video beforehand means we will not miss anything• Flexibility in schedule of watching lecture at time of maximal focus• Supplementing the lecture with cases is a good way to reinforcememory
  14. 14. • No need to force individuals to answer questions by passingmicrophones because it induces unnecessary stress which impairslearning• Gives us time to think of questions to ask lecturer if we view the videobeforehand• I like how it involves peer interaction and increases interactionbetween students and teachers. I also retain more of the lecture asthe flipped classroom session left a deep impression of the conceptson me• Provides a chance for students to review the pit falls of ourunderstanding• Case discussion with immediate feedback
  15. 15. • Real life cases were more clinically relevant for us and it was usefulto learn about investigations and management that might not bementioned in lectures• Questions can provoke thinking• Found that even after lectures at home still unable to answer somequestions but the discussion process in cases helps to do so• More relaxed way to learn and interact• Motivates me to prepare for the lecture beforehand, enjoyed theinteraction and active thinking process in case discussion• By having mcqs and no pressure even if the answer is not correct isalso very good and allows us to think and answer more freely
  16. 16. Possible downsides• Electronic voting system should be explored so that each individualcan participate• Heavy workload for students, despite interesting content• Maybe a reference for the colour code of the mcq answer cards sothat those who are not holding the cards know what answers arebeing given• It is a cultural problem that this kind of interactive session does nothave optimal participation – treat the Chinese
  17. 17. Future studies• Pre and Post• Two modality comparison
  18. 18. Acknowledgments• Professor CS Lau• Dr Gayle Morris• Mr Darren Harbutt• Dr Iain Doherty