# data[].attributes.body
For my group mates (Group#3) and I, this(participating in this workshop) was a gift we gave ourselves. The entire workshop is a "taster" for most of us, inasfaras the "learning" part is concerned. We have been e-introduced to many tech platforms and now know where to locate and find them, and this is invaluable. We are constantly reminded by the many examples provided by the tutors how these can be used to enhance a teaching/sharing session, and the comments from all 3 tutors have resonated with me. Thanks for sharing your experiences; hopefully we will build on what we have learnt today, tentatively at first, but the lessons learnt will make us better teachers in due course.

Agree that the pace was a bit overwhelming for those in my category (novice level) but we only have 6 hours to pack in the full agenda. In the post-workshop time, we will be able to consolidate what we were taught today, and apply the appropriate programs to our individual needs

# data[].attributes.body
https://medicaleducationelearning.blogspot.sg/2017/05/cenmed-workshops-in-may-and-june-2017.html
https://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html

# data[].attributes.headline
would be good to give sometime for participants in workshop (who have already tried to flip) to share their teaching experience and get tips on how to improve and make it better 

# data[].attributes.subject
would be good to give sometime for participants in workshop (who have already tried to flip) to share their teaching experience and get tips on how to improve and make it better 

# data[].attributes.headline
Template for Preparation for Flipped Classroom

# data[].attributes.subject
Template for Preparation for Flipped Classroom

# data[].attributes.headline
RL . but i disagree.  University should be more than skills training.

# data[].attributes.subject
RL . but i disagree.  University should be more than skills training.

# data[].attributes.body
Shuh Shing here to share some TIPS from the following article:

How we flipped the medical classroom

Neel Sharma, C. S. Lau, Iain Doherty & Darren Harbutt

Medical Teacher Vol. 37 , Iss. 4,2015

One step at a time

Allow plenty of time

Get students on board

Keep it simple

Avoid information overload

Engage your students online

Know your e-learning

Introduce variety

Appreciate your new role

Create appropriate assessments

Evaluate

It’s good to share

# data[].attributes.headline
There are many creative ways to engage learnersI will give myself plenty of time to plan and prepare trainingIt is important to brief students, manage their expectationsI’ll flipped 10-20% of training to let students do their homework. Let them owe the learning. 

# data[].attributes.subject
There are many creative ways to engage learnersI will give myself plenty of time to plan and prepare trainingIt is important to brief students, manage their expectationsI’ll flipped 10-20% of training to let students do their homework. Let them owe the learning. 

# data[].attributes.headline
What I have learned:The flipped classroom model encourages deep vs surface learning. It is beyond content delivery.

# data[].attributes.subject
What I have learned:The flipped classroom model encourages deep vs surface learning. It is beyond content delivery.

# data[].attributes.body
After listening to what is involved in the flipped classroom - I seem to have been using its principles to some extent in my teaching. What this session has crystallized for me is where it is applicable, what the potential learner's group is like that would benefit from this technique, and how to ensure that it is well designed.

# data[].attributes.headline
more ways to encourage student participation intsead of just making something ' compulsory

# data[].attributes.subject
more ways to encourage student participation intsead of just making something ' compulsory

# data[].attributes.body
tseng tsai
how to teach better with a new and perhaps more innovative method - that's what I learnt today

# data[].attributes.body
Scope of FC. examples and consiseratiobs

# data[].attributes.headline
Like to put what I learnt today in action. At least I have a clear indication how to start putting the pieces together

# data[].attributes.subject
Like to put what I learnt today in action. At least I have a clear indication how to start putting the pieces together

# data[].attributes.body
Tools to make FC work

# data[].attributes.body
I have learnt general principles and practical ways to implement a flipped classroom and improve student engagement and deeper learning.

# data[].attributes.body
Strategies to build deep learning focused on learner autonomy; rightful confidence and respect ie learners who are capable; more than just competency. 1 such strategy is flipped classroom which forms part of an enabled Teacher's armametarium

# data[].attributes.headline
needs inherent motivation also from the educator to want to create a new experience to ensure deeper learning 

# data[].attributes.subject
needs inherent motivation also from the educator to want to create a new experience to ensure deeper learning 

# data[].attributes.body
if done well will be refreshing for the student and tutor

# data[].attributes.headline
I learnt about the activities available to facilitate a classroom discussion after the preparation pre lesson 

# data[].attributes.subject
I learnt about the activities available to facilitate a classroom discussion after the preparation pre lesson 

# data[].attributes.body
I have learnt a new way to teach by getting the students to do pre-reading before having a more interactive session to consolidate more complex concepts. I also learnt that it requires commitment and the help of colleagues.

# data[].attributes.headline
need to work together with my department to apply the ideas of flipped class room approach in medical education.

# data[].attributes.subject
need to work together with my department to apply the ideas of flipped class room approach in medical education.

# data[].attributes.body
I learnt that it takes a lot of effort to set up a flipped classroom model but it is not impossible if objectives are clear from the start with a good team member/members on board. Not everything need to be applied to the model but selected modules which need conceptualisation would be a good start.

# data[].attributes.body
Today i have learnt another new teaching method to add my repertoire.
I wish to use it in my department -- for medical students in teaching GRM topics. I would engage with my fellow consultants to use it regularly. I now have confidence in preparing for a FC teaching-- understand the need to assess learning during and after classroom.
Choosing the right group of students, right topic
to flip and necessary tools to prepare is very important in deciding which method of teaching to use.

# data[].attributes.body
I already sense that in using FC, I will constantly review my value in teaching, what would my class learn that is not already in the books or available in the open space. What is in there for my students if they choose to attend my class, how do I help them reach 'AHA' stage

# data[].attributes.headline
S Nagasayi. With teaching new generation, i agree and can see the potential for new AND traditional teaching methods

# data[].attributes.subject
S Nagasayi. With teaching new generation, i agree and can see the potential for new AND traditional teaching methods

# data[].attributes.body
May be using/ observing how  FC
is donw in a classroom will boost confidence like with all new methods

# data[].attributes.body
I have no experience with flipped classroom teaching but I have heard of its benefits and drawbacks. I am wondering if it could be applied to large class teaching to engage students.

# data[].attributes.headline
Subramaniam Nagasayi. For those like me who have initial sruggle with IT skills..... And taking time to get used to skills.  

# data[].attributes.subject
Subramaniam Nagasayi. For those like me who have initial sruggle with IT skills..... And taking time to get used to skills.  

# data[].attributes.headline
I do not have any experience with flipped classroom. I am excited about learning and applying this method in my module, yet I have concern about finding or making a suitable short video for my training sessions. My previous experiences with pre-reading material were: not all participants will read it before attending the training; some participants have issue retrieving reading materials from the e-learning platform and some prefer face-to face interaction. I do appreciate when my participants have done some homework before attending the training and thus able to participate actively in discussion.   I have been teaching nursing knowledge and skills for 7 years in the hospital setting using case-study discussion, problem-based learning and simulation. Currently, I am planning advanced clinical skills training for clinical instructors and planning a module on clinical approaches for signs and symptoms for nursing students. I hope to apply flipped classroom in both training. 

# data[].attributes.subject
I do not have any experience with flipped classroom. I am excited about learning and applying this method in my module, yet I have concern about finding or making a suitable short video for my training sessions. My previous experiences with pre-reading material were: not all participants will read it before attending the training; some participants have issue retrieving reading materials from the e-learning platform and some prefer face-to face interaction. I do appreciate when my participants have done some homework before attending the training and thus able to participate actively in discussion.   I have been teaching nursing knowledge and skills for 7 years in the hospital setting using case-study discussion, problem-based learning and simulation. Currently, I am planning advanced clinical skills training for clinical instructors and planning a module on clinical approaches for signs and symptoms for nursing students. I hope to apply flipped classroom in both training. 

# data[].attributes.body
Undeniably, the Flipped Classroom model offers a blend of technology with traditional skills, supporting and enhancing 21st century learning modes for future educators and learners. FC has emerged as a novel teaching/learning method in many top-ranked medical schools in recent years. The structural layout of FC allows the learner to explore, extend and expand his knowledge at his own pace and convenience. This versatility offers the foundation for deeper learning for some.
From the tutor’s perspective, designing the FC needs dedicated and passionate educators with good teaching tactics and tech-savvy skills.  Has to be a team-work as the preparatory work for in class discussion could be time-consuming, thus restricting the use of FCs for selected topics.
Not sure if FC concept is to motivate students learning, initiate self-directed learning, or inculcate independent learners or just for active participation for students. In which case, for students who come unprepared, what is the use of FC? Can Breeze lectures be used instead of videos for outside learning?
FCs for a large cohort versus small group-what’s the difference from the learners perspective? FCs could be a platform for “dialogue” with questions and even answers coming bilaterally.
My teaching experience spans over 7 years for Nursing and year 1medical students.  e lectures are in place since 2015. Students are encouraged to do on line quizzes, designed to test knowledge concepts. The survey of students feedback on this has been positive.  I do lectures, labs and tutorials for Anatomy, Physiology and Pathophysiology.
I would like to use flipped classroom as a platform for Blended learning, to engage and promote active and deep learning for the modules I am teaching. Am looking for ideas about designing FC.

# data[].attributes.body
Personally, I do not have any experience with flipped classroom.

It is dismal to say how my colleagues and I are teaching bedside clinical has not evolved much from my classroom learning 15 years ago. After reading the articles, I am very excited to bring about changes within the Physiotherapy clinical education. With the rapidly evolving and demanding healthcare landscape, our juniors are poorly equipped with the knowledge, skills and more importantly, the approach to a challenging situation. With the shift from the subject-centre to a problem centre learning, I agreed that the learner will display an increased ability to integrate large amounts of information into their existing base of knowledge base as described by Goldberg, 2014. This allows flexibility and customized treatment plan to our patients and their families.

Interestingly, this is also in tune with the medico-legal shift in doctor-patient relationship to a more collaborative one. No longer are we living in a “didactic” doctor-patient relationship and we need to learn how to deal with the patient and his “condition” rather than with his impairment and this shift is indeed timely.

On the contrary, flipped classroom is heavily dependent on technology and take years of sifting the “excellent” videos. These are both labour and time intensive. If the change is now, I am not sure if it can be implemented immediately. Nonetheless, the utilization of the videos and technology should be complementary to other strategies that will eventually lead us to the mastery of our profession.

Teaching projects:

Incorporating flipped + interactive small groups into the current Physiotherapy Simulation lab

# data[].attributes.body
The articles reinforce my belief and observation that learner participation is pivotal to achieve effective learning; much like what we've been tasked to do and prepare for the workshops. In addition, I've been exposed to flipped classroom and I;ve always found it enabling plus hugely effective. I also actively adopt this educational strategy much as I can
What I found most interesting is the observation by Linda Hodges about:
"To learn, humans must simultaneously choose from the complex sensory input being presented, select and access related prior knowledge from memory (including content and processing skills), and forge new meaning. Humans have a very restricted ability to maintain focus on all this information at once, a limitation often referred to as working memory capacity. As novices, students have prior knowledge that is neither robust nor well-organized, thus slowing their ability to access pertinent content and skills. Students rarely have time enough to process ideas and move them toward long-term memory before new ideas presented in lecture displace them. "
It helps for me to keep the above in mind so that I may incorporate activities like questions and questioning into respective teaching sessions; to trigger reflection, active recall and organization of knowledge for the learners in order to ensure that their learning be entrenched. This definitely helps them to be deliberate practitioners

Teaching Projects
To persuade, encourage and positively influence more faculty to adopt the flipped classroom

# data[].attributes.body
After thinking over the description of the principle of flipped classrooms - I think my students have been doing this, and to a certain extent because of the type of tutorials I usually give it was the natural way of going about it.
I mostly teach medical students from clinical years onwards.
True I do not video tutorials or prepare slides for them to go through before they meet me, however i inform them that i expect an interactive session - questions will be asked and they will be quizzed rather than taught.
I teach mainly in 2 settings:
1. Bedside clinical tutorials
2. Interactive tutorials.

In the former, students are required to take a full history and perform a physical examination on a patient with a certain clinical condition. They then meet me and either we will go through the case by the bedside. After they know the diagnosis etc - they have some time to prepare for questions that I would ask them - so when they come for the tutorial - they have usually read around the topic. And my session with them is to refine on what they have learnt - either to refine their history taking technique / presentation skills / examination skills.

In the latter scenario - they may or may not prepare a case - I usually find this is very helpful as it serves as a convenient focus for which all important aspects for that medical condition can be discussed - and where it differed from 'classical' cases would also be highlighted. Thus they again have to ready up about the case and we would discuss various aspects of the medical disease, its presentation, diagnosis, investigations and management.

However i do agree that following the principle of flipped classrooms strictly - videos and slides - would be difficult as medical knowledge changes every so often and what i taught 5 years ago, i now teach differently with different emphasis etc.

# data[].attributes.body
I teach Phase 3 medical students for only one lecture on 'Integrated Care', and Public health and ageing to undergrads and MPH. The content is somewhat similar in terms of describing Singapore's healthcare system, especially in the ILTC sector. I am not sure how Flipped Classroom will benefit medical students, but I see value in using the Flipped classroom for MPH students who usually have some working experience in our healthcare institutions. I hope to learn more and use this to aid my students to translate classroom teaching to actual ground experience, especially in the area of 'integrated care'. There are ample materials on 'integrated care' models in different countries,  it would help students appreciate better the concepts and translate to their actual practice.

# data[].attributes.headline
How does one ensure pre-season materials are accessed conscientiously. IE how do u make sure that students are compliant because if they r not, the actual classroom itself will not be useful at all since the students would not have the background knowledge to navigate the case studies for e.g.  

# data[].attributes.subject
How does one ensure pre-season materials are accessed conscientiously. IE how do u make sure that students are compliant because if they r not, the actual classroom itself will not be useful at all since the students would not have the background knowledge to navigate the case studies for e.g.  

# data[].attributes.body
2ndly, different students may have different baseline knowledge of the topic. Does the flipped classroom strive to "equalize" and achieve a basic level of knowledge for everyone or is there a risk it widens the gap for students with varying levels of interest? How then does the actual classroom then cater to all the students uniformly

# data[].attributes.body
Personal reaction:

The article does not address the question of class size and class scheduling. In a school-type classroom (up to 40 students) where the students know each other and know the teacher, it is much easier to implement. In the same way if tutors teach students repeatedly in several modules (as is the case in some other NUS courses) expectations of both students and tutors can be managed and the pace of learning can be agreed.  The current medical course has a class size of 300 and very few (if any) tutors, including myself, follow their tutorial groups through a course. This I think would make the flipped classroom difficult to implement.

I agree with the authors that we need to do more problem-solving exercises with our students (by whatever teaching methodology).

What I do:

Teach medical year 2 (lectures and tutorials), dental year 2 (lecture and tutorial), pharmacy year 2 (lectures) and medical year 4 (co-ordinator and occasional tutorials).

Proposal:

The only tutorials which I have taught in medicine with good tutor notes, pre-class briefings and tutor/facilitator training (all essential if all students are going to reap the benefits) have been the Collaborative Learning Cases (CLCs). I think it would be easiest to start with one of these. I would be happy to try developing a CLC case using the Flipped Classroom methodology and with the in-class activity concentrating on problem solving. I would like to hear what everyone thinks. I am not sure of the likelihood it will get through the CLC committee.

# data[].attributes.headline
Fine tuning required. But it does give the student time to learn at their own pace and for a tutor to avoid repeating a lecture in a traditional way. I would try it for a pharmacological tutorial to medical students. I can provide pre- classroom lectures either as an online or powerpoint slides.likwise post classroom assessments may require additional methods i.e. MCQs, etc.  I do not have resources or feel confident to create a video, but if i can be taught, i would definitely enjoy doing one. But whether, i can sustain the enthusiasm every time with other clinical commitments is questionable.  I believe it can be used for bed side teaching. I can teach physical exam skills after students watch online videos. Overall, i would definitely use it for simple and small group teaching. 

# data[].attributes.subject
Fine tuning required. But it does give the student time to learn at their own pace and for a tutor to avoid repeating a lecture in a traditional way. I would try it for a pharmacological tutorial to medical students. I can provide pre- classroom lectures either as an online or powerpoint slides.likwise post classroom assessments may require additional methods i.e. MCQs, etc.  I do not have resources or feel confident to create a video, but if i can be taught, i would definitely enjoy doing one. But whether, i can sustain the enthusiasm every time with other clinical commitments is questionable.  I believe it can be used for bed side teaching. I can teach physical exam skills after students watch online videos. Overall, i would definitely use it for simple and small group teaching. 

# data[].attributes.headline
I teach medical students, MDT members, junior doctors on the ward, acute medicine lectures. I always like to try new methods and those methods  in teaching which can provide interaction and provoke discussion. So i have used simulation for certain clinical teaching. Likewise flipped classroom method offers the tutor and the learner, a good alternative. But it requires a motivated tutor and learner who understand the method. It requires more preparation in form of videos, pre-classroom & in-classroom f

# data[].attributes.subject
I teach medical students, MDT members, junior doctors on the ward, acute medicine lectures. I always like to try new methods and those methods  in teaching which can provide interaction and provoke discussion. So i have used simulation for certain clinical teaching. Likewise flipped classroom method offers the tutor and the learner, a good alternative. But it requires a motivated tutor and learner who understand the method. It requires more preparation in form of videos, pre-classroom & in-classroom f

# data[].attributes.headline
During orientation programme for new nurses in a palliative setting, we gave them a website where they can initiate and learn more information on –line on palliative care on their own time. The on-line leaning consists of pre- mcg questions, proceed with the model learning, lastly followed by post-mcqs. However the on-line doesn’t allow discussion and no face to face session or activities to follow up on the learning. As we are dealing with working nurses, arranging the time slot and getting to them to be released is challenging.We tried to use blended learning for one module and followed by face to face session, based on that experience, few nurses were not prepared or discuss the activity which was planned, couldn’t sustain in long run despite getting good feedback. While reading information on flipped classroom, mainly getting the new nurses to gain first exposure to new material outside of class via lecture videos and then attend class to work on the case study or problem based learning which they may find it beneficial and relevant. When they attend the classroom, it should be well planned with the group activities and meeting the objectives. Just wandering, whether this method can cultivate deep learning and whether it can sustain it in working environment where manpower is lacking most of the time? Is it feasible at the clinical area eg. bedside teaching ? As patient have multiple issues/symptoms what nurses have learnt may not be applicable to that patient at that point of time, in such instant how to do create positive learning?I was hoping to use the on-line modules and use it to my classroom teaching and evaluate the outcome.

# data[].attributes.subject
During orientation programme for new nurses in a palliative setting, we gave them a website where they can initiate and learn more information on –line on palliative care on their own time. The on-line leaning consists of pre- mcg questions, proceed with the model learning, lastly followed by post-mcqs. However the on-line doesn’t allow discussion and no face to face session or activities to follow up on the learning. As we are dealing with working nurses, arranging the time slot and getting to them to be released is challenging.We tried to use blended learning for one module and followed by face to face session, based on that experience, few nurses were not prepared or discuss the activity which was planned, couldn’t sustain in long run despite getting good feedback. While reading information on flipped classroom, mainly getting the new nurses to gain first exposure to new material outside of class via lecture videos and then attend class to work on the case study or problem based learning which they may find it beneficial and relevant. When they attend the classroom, it should be well planned with the group activities and meeting the objectives. Just wandering, whether this method can cultivate deep learning and whether it can sustain it in working environment where manpower is lacking most of the time? Is it feasible at the clinical area eg. bedside teaching ? As patient have multiple issues/symptoms what nurses have learnt may not be applicable to that patient at that point of time, in such instant how to do create positive learning?I was hoping to use the on-line modules and use it to my classroom teaching and evaluate the outcome.

# data[].attributes.body
From NL

# data[].attributes.body
I personally do not have any experiences with flipped classroom as I am mainly involved in clinical/bedside teaching.

To start on a positive note, flipped classroom is a potentially useful and innovative approach to pre-clinical lectures if the videos or clips are prepared well. A video is as good as a lecturer if the topics are simple enough with basic, straightforward concepts. An additional pro to this include allowing a student to learn a topic at his or her own pace.

On a more negative note however, I am not sure if flipped classroom would be suitable in particular pertaining to medical studies.

• A lot of time is required to prepare these clips with regular updates/fine-tuning depending on feedback from the students.

o Also, there have been a lot of work ongoing now to integrate the pre-clinical with clinical lectures so both pre-clinical and clinical lecturers need to find time to work together on these clips

• It is heavily dependent on student motivation to actually go through these slides. Can you imagine sitting through a lecture on cells for 10 minutes with no actual interaction from the lecturer?

• For difficult concepts which may require a lot of explanation, students may have difficulty understanding them and for these, the lecturer may still have to end up providing a separate lecture session to address these issues.

• This would be more useful for small group tutorials but not large groups.

Lastly, I do not think there is a place for flipped classroom in clinical years.

My teaching experience: I am mainly involved in teaching students from Phase 1 through to Phase 5, including foreign elective students. My tutorials are mainly clinical/bedside with small groups of 1-2 CGs at any one time.

How to apply the method: As I have been mainly involved in clinical teachings so far, I am personally not sure how to apply flipped classroom as to me, nothing beats seeing the actual patients and learning from them.

# data[].attributes.body
1.  could it be the benefit comes from preparing beforehand whatever the method of presentation?  e.g. if one prepares beforehand for a traditional tutorial that also helps a lot,  without resorting to "flipped classroom" as a new idea
2.  10 min video is just another didactice method, isn't it?  for effective didactic teaching (which has its place), live presentation provides the kind of inspiration or interaction not possible from a clip.
3.  greatest obstacle may be to find or make 10 min clips.  to make one's own or use a shared resource?
4.  I don't think the prep should be limited or even include using video clips (see H Goldberg's commentary too).   it should be more self-directed learning, which may include clips, textbooks, articles.   I see this as the main thing I am skeptical about.
5.  during the flipped teaching, would be good if students can formulate the questions as well.   quality of questions is important.
6.  although the "homework" is done during the flipped question, can the homework be assigned before the session?  it isn't clear from the articles
7.   at pre-clinical (Phase 2) stage, we have v outdated assessment methods. these must be changed to be congruent to changes in learning emphases.  there is no point talking about changing delivery without changing assessment.
8.  key issue is how to organize the interactive session, and how class and culture make it work or not
9.  flipped classroom may require more staff resources than is available.  can it be done on a big-class format?
10.  FC cannot replace the inspiring didactic teacher in a big class.

What I do:   Phase 2 lectures, tutorials;  Phase 4 tutorials;   lectures to Life Science, MCI, others;  teaching polytechnic students;  organize and teach lecture schedule for Dental students

How I hope to apply method:  (first I need to be convinced). I can try them out on the polytechnic students first.  however, this is likely to be quite different from trying them on medical undergrads.   i don't have control over the undergrad planning.  for dental class, it has to be a big class format (54 students).