Improving Student Engagement in Lectures: The ‘Flipped Lecture’ in Medical Education

Stapleton, G. , Price, K. , Sneddon, S. and Huser, C. (2015) Improving Student Engagement in Lectures: The ‘Flipped Lecture’ in Medical Education. In: AMEE 2015, Glasgow, Scotland, 27-31 Aug 2015,

Abstract

Background: Despite the rise in student-centred approaches to teaching, the lecture remains the stalwart of teaching in medical education. One approach to improving engagement and active student involvement is the ‘flipped lecture’ format. The ‘flipped lecture’ centres on delivery of on-line teaching material prior to a ‘live’ session where students can participate by (i) determining the content and (ii) interacting through activities such as quizzes, problems or case-based scenarios. Summary of Work: Students were instructed to view an online lecture prior to a timetabled session in which subject material was reviewed and expanded (determined by student questions) and formative quizzes were included. The student experience of the ‘flipped lecture’ format was evaluated using a questionnaire and focus group. Summary of Results: Overall students welcomed the ‘flipped lecture’ as part of a varied approach to teaching delivery. Formative feedback and increased interaction during the ‘live’ lecture were of particular benefit. Students found the online material convenient and useful (‘pausing’ for cross-reference or repeating sections for clarification). Discussion and Conclusions: The ‘flipped lecture’ format has a positive effect on student engagement. It assists with the development of active learning skills and encourages a deeper understanding of the subject. The inclusion of ‘flipped lectures’ needs careful consideration, however, as it represents an increase in time commitments for students. Take-home messages: The ‘flipped lecture’ format is a useful tool in the portfolio of teaching methods. It requires a significant time investment from students, so is probably best reserved for complex topics.

• Item Type: Conference Proceedings
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Stapleton, Dr Genevieve and Price, Dr Katherine and Sneddon, Dr Sharon and Huser, Dr Camille
• Authors: Stapleton, G., Price, K., Sneddon, S., and Huser, C.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing