May 2021
by Soulla Nicolaou, MD Programme Director
At the Medical School, we are committed to the provision of innovative, student-centred and high-quality education. Most recently, the Doctor of Medicine (MD) programme has taken another step towards enhancing further the student-centred learning by flipping the classroom. But, what exactly is the flipped classroom model (FCM)?
In a traditional classroom teaching setting, students receive information passively. They then go away and they further study the material, consolidate the information and apply their knowledge. On the other hand, the flipped classroom re-structures the traditional, often lecture-based, approach, and it reverses the sequence of learning by moving students to the centre of learning. FCM consists of pre-class, in-class and post-class activities. Pre-class activities can take on various forms, such as assigned reading, recorded lectures, videos or podcasts. In this way, content delivery takes place outside the classroom and it provides students with the flexibility to complete activities/material at their own time and pace. Students are encouraged to use additional resources to address questions raised when engaging with the material. The in-class activity replaces passive content delivery with interactive activities, such as case-based discussion, virtual patient tutorials and practice questions. This allows students to actively work with the material and engage with the tutor and their peers for a deeper understanding of the taught concepts. Finally, post-class activities aim to further consolidate knowledge and allow learners to reflect on the learning process. They may include quizzes, problem sets and reflective pieces.
A major trend in the implementation of the flipped classroom methodology is technology; internet-based learning aims at making activities more engaging. It may be argued that there is no better time to further enhance internet-based learning, than during the current pandemic, which has allowed students and teachers alike to further develop their competences in online learning/teaching. Under these exceptional circumstances, we have implemented flipped classroom in the pre-clinical curriculum of the MD programme, utilizing technology-based learning across Years 1, 2 and 3 in basic science and social science courses, including Medical Ethics, Biochemistry and Systematic Pharmacology. The pre-class activities included pre-quizzes, aimed at assessing prior knowledge and motivating students to build on their knowledge through other pre-class activities. Pre-recorded lectures or PowerPoint slides, with short recordings embedded on each slide, have been additionally used as pre-class activities. As part of the in-class activities, students have been given the opportunity to ask questions on the material and apply their knowledge in interactive tutorials, using virtual patient cases, problem sets and case-based discussion. Finally, post-class activities, such as a post-quiz, have allowed students to assess gain in their knowledge and identify gaps in knowledge for further independent studying.
While this model allows students to take on a more active role in their own learning, it is still very much a supportive mode of delivery, which at the same time, allows students to further develop skills that are essential for a career in medicine, including time-management, critical thinking, team work, reflection and self-directed learning.
If you are interested in learning more about the flipped classroom model used in the MD programme, have ideas for relevant educational activities, or would like to collaborate in the development of research projects, please contact Dr Soulla Nicolaou, MD Programme Director, at [email protected].