Teaching Matters
Flipped discussion in pathology
Teaching Matters Presentation Details
Title
Flipped discussion in pathology
Author(s)
Prof Sankar N Sinha, Dr Andrew Fluck
Presentation Goals
Following this presentation, the participants would:
- explore the role of utilising 3D model in online content
- become aware in choosing suitable technology with consideration of their affordability, availability, adaptability/flexibility and existing support from the IT staff
- have confidence in applying pedagogical content knowledge in their teaching practice
Subtheme
UTAS Blended Learning Model
Presentation Type
Flipped
Keywords
flipped classroom, high quality resources, high impact learning experiences, 3D models, using technology
Room
Social Sciences 211
Time
11.30-12.10
Abstract
This presentation will explore the role of backward and forward thinking in decision making processes in the context of the blended learning format employed in teaching pathology.
Pathology is considered central to the study of medicine and yet in recent years it is less visible due to expansion of medical science, with simultaneous reduction of teaching hours. One way to address this problem is a blended learning approach with clinical emphasis.
Studying gross pathology is an intensely visual process requiring observational skills with the aim that students are able to visualise the patient around it. Specimens are posted online for the students to respond collaboratively to identify, diagnose and offer treatment plans. Responses are collated and discussed during face-to-face tutorial sessions.
This reflects a 'flipped classroom' model and underpins adult learning concepts encouraging integration of their prior learning and application of evidence-based clinical reasoning skills for identification, diagnosis and treatment of the condition seen in the pathology specimens. This process uses 'backward thinking' (inductive approach) as opposed to the traditional 'clinico-pathological conference' model (deductive approach).
During the formal presentation, the details about the evolution of this teaching model over the past seven years and its outcome will illustrate some of the difficulties and barriers encountered in delivering a useful learning process for the students.
We will explore some of the questions which have not been well researched so far. Examples of such questions are –
(a) How do we stimulate students to participate in a 'flipped classroom model'?
(b) How to identify topics/contents suitable for the flipped classroom model?
(c) What are the resource implications of employing technology in a blended learning approach?
(d) Is it worth providing supplementary reading material?(e) Are embedded self-assessment questions useful?