Kristen Dawn Jones-Bonofiglio1, Timothy Willett2, Stella Ng3. 1. a School of Nursing/Centre for Health Care Ethics , Lakehead University , Thunder Bay , Canada. 2. b SIM-One Canadian Network for Simulation in Healthcare , Toronto , Canada. 3. c Centre for Faculty Development , St. Michael's Hospital , Toronto , Canada.
Abstract
AIM: The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. METHODS: In this paper, we describe the structure and format of such a course using a qualitative case study framework. RESULTS: This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.
AIM: The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. METHODS: In this paper, we describe the structure and format of such a course using a qualitative case study framework. RESULTS: This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.