Students' perceptions of a flipped classroom approach to paramedic theory.
Ontology highlight
ABSTRACT: Introduction
The flipped classroom is a pedagogical model in which the typical lecture and homework/self-study elements of a course are reversed or ‗flipped'. The flipped model differs from distance and online learning, since students still have face-to-face contact with tutors. Studies have shown that the flipped classroom approach can be effective with clinical skills learning by paramedics, but it is not clear whether anatomy, physiology, pathophysiology and pharmacology can effectively be taught using a flipped approach.Methods
A flipped classroom approach was taken for a three-hour theory session on the Diploma of Higher Education in Paramedic Practice that would usually have been taught by traditional lecture. Participants, 20 student paramedics already employed by the Ambulance Service as Emergency Care Assistants, completed a two-part questionnaire after the session. Part one comprised 22 Likert style questions, with part two allowing qualitative data with five open ended questions.Results
All students preferred the traditional lecture over a flipped approach. Time constraints and preparation were seen as major disadvantages of the flipped classroom, as was being unable to ask questions in real time. Flexibility was seen to be an advantage of online lectures, and a blended/combination approach of online resources and traditional lecture was seen as valuable.Conclusion
The demographic of students may have had an impact upon the results of the study and the lack of popularity of the flipped approach. Employed students have the added pressure of full-time work, and further research is needed into whether different methods should be employed when choosing how to educate employed paramedic students versus those who enter via the undergraduate route and study full time.
SUBMITTER: Christopher SVE
PROVIDER: S-EPMC7706764 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:The flip teaching model is being increasingly adopted by higher education institutions as an active learning alternative to traditional lecturing. However, the flip model shares a number of critical premises with the classical didactics. The further flips of the flip are thus advocated and the fear of returning the method to its initial state, prior to the flip, via such flips of the flipped dispelled. Proposed here is a seminal variation to the flip model based on the active involvement of students in searching, finding, selecting, and assembling knowledge from various literature sources into the learning material for the entire class. Because students actively co-create the learning content together with other students and the instructor, one such open-ended collaborative model is christened "co-creational." Its conception and corollaries in relation to co-educational methods in general are discussed. The model is represented algorithmically, exemplified by a topic of choice and compared in a quasi-experimental setting against the standard flip and the traditional lecturing in a medical devices graduate class. Students were able to retain and reproduce the content covered using the co-creational pedagogic method better than using the standard flip or traditional lecturing. They also had a positive perception of the method, as compared to traditional lecturing. They did not have a preference for the co-creational method over the standard flip, but felt that they learned more using the co-creational method compared to the standard flip and that the co-creational model best prepared them for job searches in high-tech industry and academia. The co-creational model was also more open to the intrusion of moral instructions than traditional lecturing, going hand-in-hand with the community-building aspect of the ideal form of knowledge acquisition and creation.
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