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Abstract Title | Improving student engagement in lectures: the flipped lecture in medical education

Authors

GENEVIEVE STAPLETON
CAMILLE HUSER
KATHERINE PRICE
SHARON SNEDDON

Theme

3BB The lecture and the flipped classroom

INSTITUTION

UNIVERSITY OF GLASGOW - United Kingdom

Background

Despite the rise in student-centred approaches to teaching and learning, the lecture remains the stalwart of teaching in medical education (Brown and Manogue, 2001). One approach to improving engagement and active student involvement is the ‘flipped lecture’ format. The ‘flipped lecture’ centres on the delivery of on-line teaching material prior to a ‘live’ session where students can participate by (i) determining the content and (ii) interacting through activities such as quizzes, problems or case-based scenarios(Sharma et al, 2015).

Summary of Work

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Summary of Results

90% of the student cohort responded to an evaluation survey and 10 students participated in a focus group.

Most students watched the online component once (65%), at home (63%).
Students welcomed the ‘flipped lecture’ as part of a varied approach to teaching delivery

“Good lecturing style, good video. All in all a refreshing approach to teaching”

76% of students responded that they would like a mix of online and face-to-face lectures

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Conclusion

The ‘flipped lecture’ format has a positive effect on student engagement.

It assists with the development of active learning skills and encourages a deeper understanding of the subject.

The inclusion of ‘flipped lectures’ needs careful consideration, however, as it represents an increase in time commitments for students.

Take-home Messages

The ‘flipped lecture’ format is a useful tool in the portfolio of teaching methods.

It requires a significant time investment from students and teachers, and is best used as one of a repertoire of teaching styles.

The ‘flipped lecture’ format may be best reserved for complex topics.

References

Brown G. and Manogue, M. 2001. AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher 23:3, 231-244

Sharma N, Lau CS, Doherty I, Harbutt, D. 2015. How we flipped the medical classroom. Medical Teacher 37:4, 327-330

Acknowledgement

We would like to thank Dr Aileen Linn, E-Learning Development Officer, for technological assistance and creative input for the embedded video.

Summary of Results

213 students from a class size of 238 (89.5% of those eligible) participated in the questionnaire survey, although not all respondents answered every question. In addition, ten students participated in a focus group discussion. Overall, students welcomed the ‘flipped lecture’ as part of a varied approach to teaching delivery. 155/195 (79.5%) enjoyed the format, and 147/194 (75.8%) responded that they would like a mix of online and face-to-face lectures in the future. 139/213 (65.3%) students watched the video at home, with most of the remainder 68/213(31.9%) accessing it on campus. The majority of students (202/207, 97.6%) viewed the video at least once. Focus group participants stated that being able to pause the recording, in order to cross-reference other material or repeat sections for clarification, was a particularly beneficial feature. This was also reflected in questionnaire results, with, for example 104/201 (51.7%) pausing to look at other sources. The follow-on session was seen as valuable, with only 9/186 (4.8%) of students stating that it offered no added benefit to the video. Formative feedback from the quiz and increased interaction with the lecturer during the ‘live’ lecture were particular benefits. Although generally the response to the flipped lecture format was favourable, some students (39/192, 20.3%) did prefer the standard lecture format. One reason for this, discussed at the focus group, related to the amount of time spent viewing the lecture and preparing for the follow-on session, which detracted from time given to other events during the week.

Student Opinions from Questionnaire Survey