Designing and Reflecting on Active Learning and Flipped Classrooms for Renal Physiology

Abstract

In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding and ongoing assessment) to include more active learning exercises (clicker response systems centered on clinically relevant problem sets and classroom assessment techniques – CATs), which culminated in flipping the classroom entirely during the 2nd year. The goal, was to evaluate student perceptions of the flipped classroom model and to reflect on the use of active learning generally. In the 1st year, clicker response systems were favorably received by students, however the anonymous nature of the clicker configuration meant it was not possible to track progress of individual students. CATs revealed that content areas without active learning exercises were often deemed the most unclear by students. Student feedback indicated that the flipped classroom model in the 2nd year was positively received, with students noting it encouraged them to attend classes more regularly and they believed it assisted in developing collaborative learning and knowledge application.

Keywords

• flipped classes
• renal physiology
• active learning
• classroom assessment