Introducing the flip: A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education

  • Margaret Simmons Monash University
  • Deb Colville Monash University
  • Shane Bullock Monash University
  • Julie Willems Monash University https://orcid.org/0000-0003-0487-6192
  • Michelle Macado Warwick University
  • Adelle McArdle Monash University
  • Marianne Tare Monash University
  • Jayden Kelly Monash University
  • Mohammad Ali Taher Monash University
  • Sallyann Middleton Monash University
  • Marion Shuttleworth Monash University
  • David Reser Monash University https://orcid.org/0000-0002-5130-1255
Keywords: flipped learning, medical education, student experiences, evaluation, change management, academic development

Abstract

Flipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time.

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Author Biography

Julie Willems, Monash University

Dr Julie Willems is a rurally-based Australian academic who holds qualifications in Nursing, Education, and the Humanities. She has taught across all levels of the Australian education sector, with an emphasis on higher education. She also has had many years of experience in the creation and provision of tailored continuing professional development in the contexts of higher education (academics research and teaching; professional staff), secondary education, nursing, and in GP training.

Julie is an editor and an author. She is primarily a qualitative researcher with areas of interest including rural health, with a lens on the social determinants of health in a rural context; the training of GPs; trauma recovery; community responses in disasters and emergencies; resilience; educational equity; digital equity; and learning and teaching. Her postgraduate supervision has encompassed Aboriginal use of IT for learning in higher education, and youth psycho-social recovery post the Gippsland 2009 Bushfires (Black Saturday).

Julie is also an experienced manager and leader. She currently works for both Monash Rural Health and East Victoria GP Training, where she is a Senior Research Fellow and Manager of GP Supervisor continuing professional development. She has worked on the Executive of both ODLAA (2011-2014) and ASCILITE (2015- ). Julie was recently recognised as a leader in open, online and distance learning in the Australia-Pacific region. 

Published
2020-06-26
How to Cite
Simmons, M., Colville, D., Bullock, S., Willems, J., Macado, M., McArdle, A., Tare, M., Kelly, J., Taher, M. A., Middleton, S., Shuttleworth, M., & Reser, D. (2020). Introducing the flip: A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education. Australasian Journal of Educational Technology, 36(3), 163-175. https://doi.org/10.14742/ajet.5600
Section
Articles