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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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Student experiences across multiple flipped courses in a single curriculum.

Julia Khanova1, Mary T Roth2, Jo Ellen Rodgers3

  • 1Division of Practice Advancement and Clinical Education, University of North Carolina (UNC) Eshelman School of Pharmacy, Chapel Hill, North Carolina, USA.

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Summary

Students found flipped learning beneficial but noted challenges with implementation across multiple health professions courses. Key factors for success include quality materials, instructor engagement, and assessments focused on application.

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Area of Science:

  • Health professions education
  • Educational technology
  • Curriculum development

Background:

  • The flipped classroom model is increasingly adopted in health professions education, yet evidence-based guidelines for large-scale implementation are scarce.
  • Calls for curriculum-wide adoption necessitate research into student experiences and effective implementation strategies.

Purpose of the Study:

  • To explore student experiences with the flipped classroom model across multiple courses within a single health professions curriculum.
  • To identify specific beneficial and challenging elements of flipped learning from the student perspective.

Main Methods:

  • Qualitative analysis of 6010 student comments from course evaluations in 10 flipped courses (2012-2014).
  • Systematic iterative coding and constant comparison method were used to identify themes.
  • Multiple coders, consensus, and member checking ensured trustworthiness of findings.

Main Results:

  • Students perceived advantages of flipped learning but raised concerns regarding implementation.
  • Pre-class learning benefits were noted, but negatively impacted by material quality/quantity and increased workload, especially in concurrent courses.
  • Instructor's role in active engagement and instructional alignment was crucial.
  • Assessments emphasizing knowledge application and critical thinking were deemed necessary.

Conclusions:

  • Student experiences reveal patterns specific to the flipped learning model within a curriculum.
  • Scaling the flipped classroom across multiple courses presents significant challenges.
  • Core elements for effective flipped classroom design and implementation were identified.