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A flipped classroom approach was implemented in a pharmacokinetics course to encourage active student learning and enable the development of higher level learning skills. Students viewed written and/or audiovisual recordings of content materials prior to active face-to-face engagement where they then applied their learning through the evaluation and analysis of different clinical scenarios, calculation of dosing regimens, and synthesis of information to create resources. Student outcomes for the flipped pharmacokinetics course in 2013 were compared with student outcomes for the traditionally taught pharmacokinetics course in 2012 which acted as control. Student evaluations of the course showed significantly stronger satisfaction with their learning experience by students in the innovative 2013 course compared to students in the traditional 2012 control (P=0.01).Although students in the 2013 cohort strongly agreed that flipping the classroom enabled them to apply their learning and that it had a positive effect on their learning, there was no significant difference in the major assessment results between the 2013 and 2012 cohorts.

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The gap between the industry expectations and power engineering education is becoming one of the significant barriers in workforce development in the energy sector. For the purpose of closing the gap, the curriculum in power engineering is expected to follow the up-to-date industry demand and workflow so that the students can be job-ready and competent in the energy job markets before graduation. However, the renewal of the deliverables of the courses is time-consuming and resource intensive. This paper presents an approach of data collection and analysis for curriculum development, which considers all the related stakeholders in curriculum renewal. The preliminary results of the pilot data collection are presented, demonstrating the effectiveness of the data collection method and the initiative of updating the curriculum framework. The contribution will benefit power engineering educators in course renewal for further iterations considering timely industry perspectives and students' feedback.