Teaching Matters

Presentation 5 FR2

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Teaching Matters 2018 | Presentation Details | 2018


What HAPpened? Flipping human anatomy and physiology in first year


Jamie A. Chapman, School of Medicine
Derek Choi-Lundberg, School of Medicine
Tracy Douglas, School of Health Sciences
Adele Holloway, School of Medicine


Excellent teaching happens by design

Presentation Type



Flexible Learning Space 2




As part of the Course Consolidation and Common First Year Projects, four Anatomy and Physiology units, two from the School of Medicine and two from the School of Health Sciences, were mapped, evaluated and proposed to be combined into two new units: CZZ101/102 Human Anatomy and Physiology 1A/B. These units, co-taught in Hobart and Launceston, were designed around a 2x2x2 flipped classroom approach (White, et al., 2016) in which students spend two hours in pre-class online learning, two hours in face-to-face Active Learning Lectures (ALLs) and two hours in practicals/tutorials weekly.

Students were encouraged to review the pre-class resources (videos with interspersed quizzes) prior to the relevant ALLs which consisted of short reviews, individual/team-based learning tasks and Kahoot quizzing. Practicals/tutorials supported and reinforced the content. Initial student engagement was high with 70% or more of students engaging with pre-class resources prior to the ALLs, decreasing to about 50% of the class by week 13. Similarly, 62% of students participated in ALLs quizzes initially, decreasing to approximately 33% by week 13.

By the end of semester exam, at least 80% of the class had reviewed each of the pre-class resources. To address engagement in second semester, we introduced a ‘traffic light’ support email system to provide individualised feedback to students according to their level of engagement, commending or encouraging them accordingly. This resulted in a moderate, short-term increase in engagement with pre-class resources.

This presentation will highlight our challenges and our proposed changes to encourage broader and more effective student engagement in these units.


White, P.J., Larson, I., Styles, K., Yuriev, E., Evans, D.R., Rangachari, P.K., Short, J.L., Exintaris, B., Malone, D.T., Davie, B., Eise, N., McNamara, K., and Naidu, S. (2016). Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research, 35(3): 619-633.

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