RUSH MEDICAL COLLEGE
What is the Flipped Classroom?
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
1
Anatomy of a Flipped Class
Trad | | | |
| | In Class | At Home |
Invert | | | |
| Watch ischemic stroke video lectures | Review stroke simulation scenarios | Assessment on key topics |
The Flipped Classroom doesn’t have to involve technology
Review this...
...and we’ll talk about it tomorrow
but technology certainly can help
AT HOME
IN CLASS
high fidelity simulation
online video
There is a lot of content out there already
but this is only half of a flipped classroom (the rest is still up to us)
Dr. Stephanie Velegol’s Four Rules (NEWS)
Environmental Engineering Professor @ Penn State University
No additional workload |
Experiential learning in class |
Weekly Assessments |
Short video segments |
Is there evidence for flipping?
U of BC Physics Class
Louis Deslauriers, Ellen Schelew and Carl Wieman, 'Improved Learning in a Large-Enrollment Physics Class', Science 13 May 2011: Vol. 332 no. 6031 pp. 862-864
traditional lecture, celebrated professor
problem sets at home
flipped class, taught by TA’s
read at home
problem sets in small groups in class
Each arm was similar
in testing, attendance and enthusiasm
Attendance & Enthusiasm Increased
in flipped group compared to traditional
Test scores went up
despite not covering all the material
What about in health care?
The literature is a bit weaker here
PubMed
July 2015
Healthcare, Flipped Classroom, Education
59 articles
Student Perceptions (20)
Better (16)
Same or Worse (4)
Review or Innovation (29)
Test Scores (16)
Better (14)
one was pretest vs postest,
another was strawman argument
Same or Worse (2)
Costs (1)
cost prohibitive to flip
Didn’t describe flip (8)
Writing Objectives for the Flipped Classroom
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
2
RUSH MEDICAL COLLEGE
We will need to design objectives for both pieces
Krathwohl / Anderson 2001 revision
REMEMBER | UNDERSTAND | APPLY | ANALYZE | EVALUATE | CREATE |
List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize | Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify | Solve, Illustrate, Calculate, Use, Interpret, Relate, Create, Manipulate, Apply, Modify | Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise | Evaluate, Choose, Estimate, Judge, Defend, Criticize | Design, Hypothesize, Support, Schematize, Write, Report, Justify |
lecture, visuals, video, audio, examples, illustrations, analogies | questions, discussion, review, test, learner presentation, writing | exercises, practice, demos, projects, sketches, simulation, role play | problems, exercises, case studies, critical incidents, discussion | case studies, critiques, appraisals | projects, develop plans, construct simulations, creative exercises |
Luckily, Bloom’s taxonomy splits well into 2 pieces
Krathwohl / Anderson 2001 revision
REMEMBER | UNDERSTAND | APPLY | ANALYZE | EVALUATE | CREATE |
List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize | Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify | Solve, Illustrate, Calculate, Use, Interpret, Relate, Create, Manipulate, Apply, Modify | Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise | Evaluate, Choose, Estimate, Judge, Defend, Criticize | Design, Hypothesize, Support, Schematize, Write, Report, Justify |
lecture, visuals, video, audio, examples, illustrations, analogies | questions, discussion, review, test, learner presentation, writing | exercises, practice, demos, projects, sketches, simulation, role play | problems, exercises, case studies, critical incidents, discussion | case studies, critiques, appraisals | projects, develop plans, construct simulations, creative exercises |
AT HOME: lower order objectives
recall & recognition
IN CLASS: higher order objectives
application & problem solving
Other taxonomies split well, too
| COGNITIVE (BLOOM) | PSYCHOMOTOR (SIMPSON) | AFFECTIVE (KRAFTWOHL) |
RECALL / RECOGNITION | Remembering Understanding | Observing Imitating | Receiving Responding |
APPLICATION & PROBLEM SOLVING | Applying Analyzing Evaluating Creating | Practicing Adapting Originating | Valuing Organizing Characterizing |
AT HOME
IN CLASS
Example from Emergency Medicine
Apply the concepts of the trauma primary survey
| COGNITIVE (BLOOM) | OBJECTIVE |
RECALL / RECOGNITION | Remembering Understanding | List the components of the primary survey |
APPLICATION & PROBLEM SOLVING | Applying Analyzing Evaluating Creating | Perform a primary survey in a trauma simulation Evaluate the completeness of the primary survey performed by the other group. |
AT HOME
IN CLASS
Then design activities
based on those objectives
AT HOME
IN CLASS
List the components of the primary survey
Perform a primary survey in a trauma simulation
Evaluate the completeness of the primary survey performed by the other group.
Pre-workshop activity
write objectives: session, lower and higher order
Session Objective(s)
Lower Order Objectives (at home)
Higher Order Objectives (in class)
REMEMBER | UNDERSTAND | APPLY | ANALYZE | EVALUATE | CREATE |
List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize | Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify | Solve, Illustrate, Calculate, Use, Interpret, Relate, Create, Manipulate, Apply, Modify | Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise | Evaluate, Choose, Estimate, Judge, Defend, Criticize | Design, Hypothesize, Support, Schematize, Write, Report, Justify |
lecture, visuals, video, audio, examples, illustrations, analogies | questions, discussion, review, test, learner presentation, writing | exercises, practice, demos, projects, sketches, simulation, role play | problems, exercises, case studies, critical incidents, discussion | case studies, critiques, appraisals | projects, develop plans, construct simulations, creative exercises |
Multimedia Design Principles
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
3
Photo by Tama Leaver - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/75815807@N00
Created with Haiku Deck
Modules are NOT taped lectures
Richard Mayer’s multimedia learning principles
Multimedia | pictures and words > words alone |
Modality | spoken text and images > written words and images |
Redundancy | don’t read your slides |
Contiguity | keep like things together (in time and space) |
Coherence | remove irrelevant images and words |
Segmenting | break lessons down into chunks |
Image | narrator’s face only distracts from the lesson |
Personalization | conversational > formal speech |
Voice | human > robot voice |
Pre-training | introduce names of concepts before details |
Comparable Global Epidemiology
Comparable Global Epidemiology
MULTIMEDIA
words and pictures work better than words alone
Comparable Global Epidemiology
COHERENCE
remove irrelevant images
Comparable Global Epidemiology
COHERENCE
and use only relevant images
Comparable Global Epidemiology
CONTIGUITY
put related things next to each other (in space and time)
Comparable Global Epidemiology
95 cases per 100,000
2 week surveillance
206 French ICUs
51 cases per 100,000
England, Wales and Northern Ireland.
95 cases per 100,000
3 month survey
23 Australian/New Zealand ICUs
CONTIGUITY
put related things next to each other (in space and time)
Comparable Global Epidemiology
95 cases per 100,000
2 week surveillance
206 French ICUs
51 cases per 100,000
England, Wales and Northern Ireland.
95 cases per 100,000
3 month survey
23 Australian/New Zealand ICUs
SIGNALING
highlight keywords in the text
Comparable Global Epidemiology
95 cases per 100,000
51 cases per 100,000
95 cases per 100,000
REDUNDANCY
don’t read your slides
Comparable Global Epidemiology
95 cases per 100,000
51 cases per 100,000
95 cases per 100,000
IMAGE
the narrator’s face only serves as a distraction
Approach to the CXR: Technical Aspects
How would you redesign this slide?
Projection – PA or AP
Position – Upright or Supine (Supine folks are sick)
Inspiratory effort
Penetration
Positioning/rotation
Care with images
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
4
There are two main problems with images
Keep Patient Information private - never online
Get Consent
but consent can be revoked
Be wary of hidden & meta-data
Be wary of the cloud
Don’t run afoul of lawyers
Get open source images
Make your own images
Making video home modules
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
5
many ways to record content
Use PowerPoint to record movies
Narrate and record your slides
Use PowerPoint to record movies
When done, time to save it as a movie
Use PowerPoint to record movies
When done, time to save it as a movie
Why not the public domain?
Fear of criticism
I’m not an exhibitionist
Don’t want to share my secrets
Another reason for students not to come to class
Any other reasons?
Why the public domain?
Share with the world
Ease of access
any device / anywhere
let YouTube do the heavy lifting
Any other reasons?
WHERE
Videos
YouTube or Vimeo, Panopto
Websites
Wordpress, Square Space, Blackboard
Share your work with the world
Participate in free, open-access medical education
#FOAMed
COSFAP promotions guidelines
helps with promotions
Evidence that an educational exercise developed by the candidate serves as a model for other institutions (i.e., letters from colleagues stating this point, published teaching tutorials, novel teaching approaches and/or courses/lectures developed by the candidate adapted by other institutions, etc).
Create international impact
which is easily quantified
Get testimonials from learners and instructors
frequent and worldwide extending the impact of your teaching.
Designing classroom activities
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
6
Average Student Retention Rates
learning pyramid
90%
75%
50%
30%
20%
10%
5%
Teaching others
Practice doing
Discussion
Demonstration
Audiovisual
Reading
Lecture
http://acrlog.org/2014/01/13/tales-of-the-undead-learning-theories-the-learning-pyramid/
We remember
Average Student Retention Rates
learning pyramid / cone of experience
90%
75%
50%
30%
20%
10%
5%
Teaching others
Practice doing
Discussion
Demonstration
Audiovisual
Reading
Lecture
http://acrlog.org/2014/01/13/tales-of-the-undead-learning-theories-the-learning-pyramid/
We remember
of course, none of this is true
but...
Actively engage students in class
Krathwohl / Anderson 2001 revision
REMEMBER | UNDERSTAND | APPLY | ANALYZE | EVALUATE | CREATE |
List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize | Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify | Solve, Illustrate, Calculate, Use, Interpret, Relate, Create, Manipulate, Apply, Modify | Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise | Evaluate, Choose, Estimate, Judge, Defend, Criticize | Design, Hypothesize, Support, Schematize, Write, Report, Justify |
lecture, visuals, video, audio, examples, illustrations, analogies | questions, discussion, review, test, learner presentation, writing | exercises, practice, demos, projects, sketches, simulation, role play | problems, exercises, case studies, critical incidents, discussion | case studies, critiques, appraisals | projects, develop plans, construct simulations, creative exercises |
AT HOME: lower order objectives
recall & recognition
IN CLASS: higher order objectives
application & problem solving
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
Try to solve a problem with the knowledge you have
“Write down everything you know about trauma”
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
Supports a diverse group of learners
The danger of false fluency
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
Not a “quiz”
Worth only a few points (motivation to complete)
Few questions including
“what was the muddiest point?”
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
Homework in class
No additional workload (class time to complete it)
Challenging, complete together as a group
Eric Mazur’s peer-instruction
Mandatory attendance? Maybe not.
One way to structure a flipped week
PRIMING | VIDEOS | PRE-SESSION ASSESSMENT | IN CLASS EXERCISES | WEEKLY QUIZ |
This is a quiz
Worth more points than the pre-session assessment
More challenging than the homework problems
Mastery learning: Must achieve a score of 80%?
No penalty for failing. Review. Re-engage. Re-take.
Dr. Eric Mazur
Peer Instruction & Confessions of a Converted Lecturer
Teach a Concept, then pose a question
Students answer questions on their own via audience response system
Then discuss in groups
(peer instruction)
Reviews the answer
https://www.youtube.com/watch?v=wont2v_LZ1E
Be The Guide On The Side
Learner Motivation
September 30, 2015
711 AAC • RSVP with Judith Busse in OMSP
RUSH MEDICAL COLLEGE
7
Student complaints:
“It takes too much time”
“I like sitting in lecture”
“I’m not used to learning in this way” (introverts)
“You’re just trying to make us teach ourselves!”
Instructor complaints:
“Does it take more time?”
“What about mistakes in videos?”
“What if students show up unprepared?”
“Should I make my own material or use what’s out there?”
Susan Ambrose “How Learning Works”
Belief they can do well | See the value in what they are doing | Feel supported | |
Self Determination Theory
Competence | | Relatedness | Autonomy |
U of C / Carnegie Mellon / MIT
Mastery | Purpose | | Autonomy |
What determines motivation?
Belief they can do well | See the value in what they are doing | Feel supported | |
Competence | | Relatedness | Autonomy |
Mastery | Purpose | | Autonomy |
Mastery / Competence | Purpose | Relatedness / Support | Autonomy |
What determines motivation?
Mastery / Competence
Mastery learning
Pause the lecturer
Muddiest Points
Mastery / Competence | Purpose | Relatedness / Support | Autonomy |
What determines motivation?
Purpose
Genuine experiential exercises
“Field trips”
Mastery / Competence | Purpose | Relatedness / Support | Autonomy |
What determines motivation?
Relatedness / Support
Students interact with each other
Instructor provides focused, individualized teaching
Mastery / Competence | Purpose | Relatedness / Support | Autonomy |
What determines motivation?
Autonomy
Students pick HOW to learn (fast / slow / skip)
WHERE to learn (home / class / mobile)
WHEN to learn (binge watch / space it out)
Mastery / Competence | Purpose | Relatedness / Support | Autonomy |
How about a little extrinsic motivation?
Medical students respond to it:
Quiz scores
Homework scores
Test scores
Board prep
But not attendance?