Flipping Pathology: Our Experience at an Australian Medical School
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Flipped classroom and active learning pedagogies are gaining popularity in institutions across the world. There are very few studies about their use in Australian medical schools, in particular the pre-clinical sciences. In this paper, we share our experience of adopting the flipped classroom approach in teaching pathology to second year medical students at the University of Queensland, School of Medicine. The overall response from our students was positive but we are also aware of the limitations and shortcomings. Our findings, particularly student perceptions, can guide other investigators in flipping their course.
KeywordsFlipped classroom Pathology Active learning Student engagement E-lectures Small group learning
We would like to acknowledge the following members who were a valuable part of pathology teaching team and their contribution to this project.
Neville Zell (Integrated Pathology Learning Center, UQ SOM) for designing teaching space to facilitate team work.
Kelly Matthews (Senior Lecturer, Curriculum Development) at Teaching and Educational Development Institute, The University of Queensland for assistance in drafting a lesson plan for the tutorial sessions.
Shari Bowker (Pathology student coordinator, UQ SOM) for survey deployment and data collection in semester 1.
Amy Wong (Evaluations officer, UQ SOM) for survey deployment and data collection in semester 2.
Pathology Registrars & Consultants—Pathology Queensland, the Royal Brisbane & Women’s Hospital, and Specialist pathologists from ENVOI and AQUESTA, Brisbane, Australia for assisting with the teaching delivery.
The University of Queensland medical students for participating in the study.
Compliance with Ethical Standards
This study was approved by Behaviour and Social Sciences Ethical Review Committee, The University of Queensland (approval no: 2014000798).
Conflict of Interest
The authors declare that they have no conflict of interest.
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