Health Professions Educator Mini-Series: The Flipped Classroom

TEACH  has partnered with the Department of Basic Science Education and developed a three session mini-series to help participants build the foundational skills and knowledge necessary for creating a flipped classroom curriculum and to offer practical guidance to apply these new skills to a curricular component. These mini-series videos will walk participants through the development of an active classroom experience starting with basic content, objective development, student preparation, in class materials and assessment strategies. Following these guidelines, any didactic session can be adapted to an integrated, applied format with increased student success and efficiency in content delivery.

Click here for the most recent publication by Drs. Andrew Binks and Renee LeClair, which is a monograph of the workshops below.


Videos of The Flipped Classroom Parts 1, 2, and 3

Bonus:  These sessions count toward your annual requirement for faculty development related to teaching! For instructions on how to log video-recorded sessions into Digital Measures click here.

Itinerary of Sessions 1, 2, and 3

The Flipped Classroom, Part 1, by Andrew Binks, PhD and Renee LeClair, PhD

PowerPoint

Objectives:

  • Describe a clear method for development of an effective student centered activity from any didactic content.
  • Compare the emphasis and importance of the roles of educator and student in the didactic and dynamic classrooms.
  • Appreciate the critical importance of specific learning outcomes and clear student preparation materials for the development of a dynamic classroom.
  • Utilize or adapt faculty developed learning outcomes to drive activity development and assessment.
  • Adapt or design creative resources to facilitate student preparedness for the dynamic classroom.
  • Align content with objectives, resources and assessment prior to development.


The Flipped Classroom, Part 2, by Andrew Binks, PhD and Renee LeClair, PhD

PowerPoint

Objectives:

  • Align content with objectives, resources and assessment prior to development (from Session 1).
  • Create assessments to evaluate basic knowledge and higher level learning (e.g. STEP 1 type question or EPA).
  • Utilize content topics to drive session development and set boundaries for the session.
  • Discuss methods for generating a safe learning environment, which is essential to a dynamic classroom.
  • Appreciate the importance of the 5 S’s (significant, same, specific, simultaneous and summarize) in creating classroom experience.


The Flipped Classroom, Part 3, by Andrew Binks, PhD and Renee LeClair, PhD

PowerPoint

Objectives:

  • Apply the principles of the 5 S’s to generate a student-centered activity. (from Session 2)
  • Apply fundamentals of learning theory to empower both the faculty and the student to achieve higher level learning in the classroom setting.
  • Effectively link assessments with learning outcomes and dynamic delivery to ensure student success.
  • Discover the importance of content integration for application, long-term retention and optimal use of classroom time.