Introducing the flip : A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education

• Published in: Australasian Journal of Educational Technology Vol. 36; no. 3; pp. 163 - 175
• Main Authors: Simmons, Margaret, Colville, Deb, Bullock, Shane, Willems, Julie, Machado, Michelle, McArdle, Adelle, Tare, Marianne, Kelly, Jayden, Taher, Mohammad Ali, Middleton, Sallyann, Shuttleworth, Marion, Reser, David
• Format: Journal Article
• Language: English
• Published: Wollongong Australasian Society for Computers in Learning in Tertiary Education 01.01.2020
• Subjects: Academic staff development; Blended Learning; Educational Technology; Faculty Development; Flipped classroom; Foreign Countries; Higher education; Homework; Medical Education; Medical schools; Medical Students; Mixed methods research; Multimethod techniques; Pedagogy; Program Effectiveness; Program implementation; Student Attitudes; Student experience; Student Surveys; Teaching Methods; Technology Uses in Education; Video Technology; Australia; Victoria
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.5600

Flipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time. [Author abstract]