Flipped Classroom Approach

Theme

Talk #

09

Title

Application of the Flipped Classroom and Case-based Learning in a Pre-clinical Speech, Language, and Hearing Sciences Course

Dr Iris Hoi-yee NG, Department of Otorhinolaryngology, Head and Neck Surgery & Institute of Human Communicative Research; Prof. Kathy Yuet-sheung LEE, Department of Otorhinolaryngology, Head and Neck Surgery, Institute of Human Communicative; Prof. Michael Chi-fai TONG, Department of Otorhinolaryngology, Head and Neck Surgery & Institute of Human Communicative

Presenter(s)

Abstract / Video

It has been suggested that the flipped classroom is a useful model for pre-clinical health professional education. The flipped classroom approach enables students to spend their time in classroom for integration and application of knowledge, as led by the instructor. Knowledge from foundational materials can be learnt outside of class via assigned materials.

The Professional Diploma in Communication Disorders and Sciences is first offered in 2019, as a pre-clinical foundational programme for the Master of Science in Speech-Language Pathology programme. Case-based learning has been implemented in one of the new courses in the diploma programme offered in the first semester (September) 2019, the Psychology for Speech, Language, and Hearing Sciences course.

Students are expected to learn through assigned online videos before class, and answer readiness assurance questions at the beginning of their class. Students then work in small groups either face-to-face or through online learning platform to apply the knowledge in specific scenario, discuss cases, and achieve consensus to answer open-ended questions reflecting their critical thinking and active learning. Considering the variation in knowledge on psychology across the students from different backgrounds, this is believed to be an effective model of learning and teaching.

Both formative and summative assessment results, mostly assessed through online platform, indicated satisfactory outcomes from this output-based instruction. Rasch analysis based on Item Response Theory also suggested satisfactory outcomes from the learning and teaching.

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