Teaching Matters

Flipped discussion in pathology

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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?

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