Innovation
A second year undergraduate inter-professional health care module at level 5 and level 6 has adopted the flipped classroom approach in order to deliver high density theoretical content over a strict time frame. Whilst the traditional approach is of delivering face-to-face lectures and seminars followed by self directed study to apply what has been learnt, this method enables the theoretical content to be viewed prior to any face-to-face contact with the student. This allows for greater exploration of the theory and enables the students to work through any challenges in class with support from the lecturer. It adopts an instructional approach which uses the instructions and theory addressed in class (now happening at home) and enables application of theory during face-to-face contact. It is essential that these face-to-face sessions build on theoretical underpinnings.
What prompted innovation?
There were a number of factors that prompted this form of delivery. The module was scheduled to be delivered over a six week period and this was inclusive of the summative assessment. Throughout the undergraduate health curricula, Public Health is addressed implicitly; however, this module’s main focus was to specifically explore Public Health to inform all inter-professional students future care delivery. Considerations were vast theoretical content, high student numbers and student engagement with the module.
What makes innovation different?
Adopting the flipped classroom approach has made this module unlike any previous deliveries within the curricula. All the lectures excluding the module introductory lecture are delivered electronically and all face-to-face contact is with smaller groups of students. This enables deeper exploration and application of the theoretical content, addressing any misunderstandings and challenging ideas. The assessment is a ten minute individual VIVA scheduled in the final week.
Changes in practice
Student view point:
- Promotes Life Long learning.
- Flexible learning- allowing the student more independence and self-direction.
- Engagement with blended learning in preparation for future employment.
Staff view point:
- Challenges traditional delivery methods.
- Collaboration with wider university teams.
- Flexibility and greater utilisation of staff resources.
- Student focused- effective use of face-to-face contact.
Impact
- Student evaluation from small cohort of MNurse delivery (Level 6)
- External examiner comments.
- Large evaluative study of Level 5 undergraduate delivery in September 2013
- Periodic review 2013/2014
Dissemination
- Faculty communications meetings
- Northumbria Staff Conference 2013