A novel integration of online and flipped classroom instructional models in public health higher education

Abstract

BackgroundIn 2013, a cohort of public health students participated in a ‘flipped’ Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach.MethodsUsing mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions.ResultsStudents reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1–5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years’ overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field).ConclusionOur results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research.

Effects of Flipped Classroom Methodologies on Performance Outcomes of an English Oral Communication Course for Basic Medical History Taking Skills in 1^st year students at Nihon University School of Medicine

“…This finding is consistent with other studies examining the effects of flipped approaches on medical students' performance outcomes [11][12][13] . Additionally, engaging students in more active learning during class through flipped methods may be a useful part of a global accreditation attainment strategy with respect to Social Accountability (B 1.1.8) and Aspects of Global Health (Q 1.1.2) 14) .…”

“…As new research emerges on effective educational methods, we are responsible for making implementation decisions based on sound research results and local applicability and practicality. For these reasons, the flipped methodology was implemented in an English course in 2015.…”

“…Despite this expanding trend, very little empirical evidence exists regarding the use of these methods in English classes for basic medical history taking at Japanese medical schools. This study sought to measure the effect of using flipped classroom methods by comparing the performance results of a group of first-year students (2014) in a non-flipped English course versus another group of first-year students (2015) in a flipped version of the same course.…”

Student Perceptions of a Flipped Pharmacotherapy Course

“…16 This model has a positive impact on learning outcomes and student satisfaction in courses from a wide range of subjects in STEM (Science, Technology, Engineering and Math) disciplines and health professions. [17][18][19][20][21] There are a number of successful implementations of the flipped course model in pharmacy education as well. [22][23][24] The flipped model is student-centered, treating each student as an independent and self-directed learner.…”

Encouraging Innovation in Teen Pregnancy Prevention Programs

“…Healthcare settings frequently focus on creating new services or products that improve customer satisfaction and cost effectiveness of procedures (Free et al, 2013;Chaudoir, Dugan, & Barr, 2013), but they neglect wide-scale replication or translation. Within the field of health education in the higher education setting, innovation has been used to flip classroom instructional models (Galway, Corbett, Takaro, Tairyan & Frank, 2014), enhance instruction through game-based methods for training and education, and teach cultural competence to the emerging health workforce (Abdulmajed, Park & Tekian, 2015;Neilsen, Noone, Voss & Matthews, 2013). While working with youth and adolescents, innovation could be utilized to advance classroom or group-based instruction, enhance participants' comfort in the education environment, and improve uptake of health-related information.…”