Flipping the Classroom 23rd Osteopathic Medical Education

Leadership Conference Saturday, January 5, 2013

Objectives • Contrast how the flipped classroom model

works versus traditional lecture methods • Explain how the flipped classroom model

can be applied beneficially to osteopathic medical education and patient safety

14th century lecture – University of Bologna, Italy

21st century lecture – Yale University, USA

The reason we even have lectures may be outdated: when universities first sprung up in the Middle Ages, textbooks were expensive. They still cost an arm and a leg, but back then, before Gutenberg and his printing press, they were unaffordable. So professors would verbally impart the wisdom contained in books, along with adding their own “special spices”, because that was the only practical means of knowledge transfer.

Today, knowledge transfer is no longer a problem: the information itself can be at our fingertips and students prefer access to “lecture” material 24/7. BUT properly assimilating that information and understanding it — that is where today’s “classrooms” can make a big difference.

IF the nature of a “lecture” is simply the delivery of information….. AND the students want to be able to watch a recording of the “lecture” at their leisure… THEN why don’t instructors just create a pre-recorded version of the lecture, without mistakes or gaffes, cleanly edited to their satisfaction…. AND just publish it online for students to watch ….. BUT if they can reduce their lectures to a recording……. THEN why have the lecture in the first place? IF all students need is the pre-recorded content?.... THEN does this mean instructors can lecture effectively using pre-recorded video? AND, IF SO, can learning (at least via a lecture style presentation) be reduced to something as simple as “watching television”?

The Origins of the Flipped Classroom – What Exactly Is It?

What value should “live” class time offer? If all students are getting is static information transfer, they can get that from any number of resources.

The expertise of an instructor is better spent working on the challenging task of using and applying the information.

Example Flipped Classroom Sessions Pharmacology Medications for the management of: • Gout • Parkinson’s disease • Hypertension • Dyslipidemias • Angina

Webcast Indications, dosing, MOA, adverse effects, DDIs, precautions, etc. Classroom Activity Choosing the most appropriate medication (by interacting with peers and using higher-order thinking skills)

Analogy “Tasting the soup” (i.e., deliberate practicing of their reasoning & assessing their preparation via in-class activities) prior to …….

……… “serving the soup” to the instructor (i.e., taking high-stakes examinations)

Arizona Republic – 3/31/2012

Are there basic concepts of patient safety that can be taught via delivery methods outside of the classroom……..thereby freeing up time inside the classroom (or in the clinic, etc.) for application of those concepts and for instructor evaluation & feedback?

In Conclusion……