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Flipped Classroom
Dec 10, 2013 MEU Symposium Presentation
Dr Goh Poh Sun
MBBS(Melb), FRCR(UK), FAMS, MHPE(Masstricht)
Asso...
Key Idea – Reverse Process
• 
• 

From presentation ! homework TO
Homework (review content/presentation) ! active learning...
How can you apply this?
• 
• 
• 
• 

Focus on what you are trying to achieve
NOT the dogma
i.e.
Prepare your medical stude...
Preparation
• 
• 
• 
• 
• 

Key idea … focus on LEARNING
You learn by wrapping your PRIOR KNOWLEDGE around NEW
KNOWLEDGE
E...
In class
• 

• 

• 

Large group (see undergraduate lecture case study)
–  Share lecture slides, beforehand
–  Share inter...
How do you use TEL? (Technology enhanced
learning)
• 

Keep it simple – for both teachers and students/residents
–  Email ...
Flipped classroom
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Flipped classroom

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SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore

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Flipped classroom

  1. 1. Flipped Classroom Dec 10, 2013 MEU Symposium Presentation Dr Goh Poh Sun MBBS(Melb), FRCR(UK), FAMS, MHPE(Masstricht) Associate Professor and Senior Consultant Department of Diagnostic Radiology National University Hospital National University Health System Singapore
  2. 2. Key Idea – Reverse Process •  •  From presentation ! homework TO Homework (review content/presentation) ! active learning in class
  3. 3. How can you apply this? •  •  •  •  Focus on what you are trying to achieve NOT the dogma i.e. Prepare your medical students / residents for your teaching session BEFORE the session
  4. 4. Preparation •  •  •  •  •  Key idea … focus on LEARNING You learn by wrapping your PRIOR KNOWLEDGE around NEW KNOWLEDGE Either/And Present, review prior knowledge … test prior knowledge … pose a question or series of questions Use text (include scenarios, case studies, tables, problems); multimedia like images, graphics, videos; interactive simulations
  5. 5. In class •  •  •  Large group (see undergraduate lecture case study) –  Share lecture slides, beforehand –  Share interactive eCourseware beforehand –  Start lecture by reviewing key learning and assessment objectives –  Then start with pretest (example of assessment item) –  Then go over just the key ideas –  Review pretext (assessment item) –  Direct students to interactive eCourseware Small group (see medical student, and radiology residency educational case study) –  Students clerk patients/summarize case on powerpoint and email this to instructor before session, or share review paper with residents beforehand –  Students present each case with interactive discussion or Test problem solving with each resident emailing instructor at beginning of session –  Then review cases –  After class share notes taken by one resident during class, AND –  Illustrated and annotated key images of each case One on one –  This is what you want to simulate in large and small group teaching –  Adaptive, individualized, active learning, with encouragement, scaffolding, supported learning
  6. 6. How do you use TEL? (Technology enhanced learning) •  Keep it simple – for both teachers and students/residents –  Email or SMS (before or during), more information than “clickers” –  PDF files, websites, blogs (text, multimedia, interactive exercises) –  Narrated PowerPoint, Screencast (narrated screen capture), Slideshare, YouTube –  Capture class or lecture discussions (take notes, share notes and slides) •  Have follow up/review material

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