The Flipped Classroom- a model for career and technical education Michael McLaughlin, PhD Kirkwood Community College Cedar Rapids, Iowa

The presenter has no conflicts of interest to disclose relevant to this presentation

Presentation Objectives Discuss the concept of the flipped classroom Review the history of ‘flipping’ the classroom Discuss the steps of flipping a classroom Review the flipped EMT classroom Discuss the outcomes of the flipped EMT classroom

Kirkwood Community College About Us

http://www.kirkwood.edu/ataglance

The College The Campus Academics 885 acres 27 buildings = 1.65 million square feet of interior learning space 400-acre working farm 1.5-acre vineyard and winery Students 20,398 attended class in 2014-15 21 students - the average class size 330 international students from 100 different countries Academics 115 degrees, diplomas and certificates offered 14 different parts of the world visited through Study Abroad More than 80 student-focused organized groups

Health Programs Patient Care Electroneurodiagnostic Technology Medical Assisting** Nursing* Occupational Therapy Assistant* Physical Therapist Assistant* Respiratory Therapist** Surgical Technology Other Health Programs Diagnostic Assistant-Radiologic Technology Medical Laboratory Technology Paramedic/EMT Pharmacy Technician** Dental Dental Assisting Dental Hygiene Dental Technology Health Informatics Health Information Technology (Includes Medical Coding)** Medical Transcription High School Health Academies Patient Care *Currently involved in EPIC work—Started with inpatientNursing, then PT and OT, **Just starting or next year-Have discussions with HIT, RT. MA AY 2017 focus 550+ Clinical Affiliation Agreements—also our employers 380 Currently Active 70+ sites use EPIC Major providers in our area-UIHC, Mercy CR, UnityPoint

Kirkwood Community college Main cAmPUS Cedar Rapids, Iowa

The Flipped Classroom

What is the flipped classroom? “What is the best use of face-to face class time?” Direct instruction is done at home via video What has traditionally been done as homework is done face-to-face in class A ‘flip’ of time and place of lecture and homework

Teaching Style Inverted 2015 Cengage Learning Computing Conference Teaching Style Inverted Student-centered learning Allows items to be applied immediately as they are taught Allows students to practice during class Students complete assignments in class Projects Discussions Debates Determined by class material

The Flipped classroom Allows students to interact with primary source content out of the classroom to develop foundational knowledge Elevates knowledge to application-level tasks and skills practice Increases student engagement and confidence

Retaining information Students Retain: 10% of what they hear 20% of what they read 80% of what they see and do

Benefits of a flipped classroom Students get help on difficult topics Teacher-Student interaction is enhanced It allows for differentiation It creates an atmosphere of learning Students can learn at their pace It helps when students/teacher are absent It improves relationships with students

Implications of Learning – Positive Encourages participation in class Removes the disconnected lecture component Stimulates interaction among students and teacher Puts more responsibility on the student to learn Inspires a problem-solving environment Gives students time to reflect on and apply teachings Allows the instructor an opportunity to detect and adjust for problems as they arise

Implications of Learning – Negative Requires More Preparation Instructors must be prepared in advance Students may prefer traditional-style lectures to “flipped” teaching style Students need to fully understand and engage in new process in order for it to be effective Teaching methods must be dynamic Instructors must constantly adjust the class to fit the dynamic students entering it

Common Questions What if the student comes unprepared? Who should make the videos? How long should the videos be? Is it expensive? Will it increase student screen time? What do I do with class time? Is this going to replace the teacher?

EMS Instruction

Emergency Medical Technician at Kirkwood Community College 196 contact hours 8.5 credit hours 128 Lecture 16 Lab 48 clinical 3 classes- EMS-260; EMS-350 and EMS-365

The curriculum Anatomy and physiology Medical/Legal Lifting and moving Lifespan development Airway Management Scene size up Patient assessment Vital signs/History Environmental Pharmacology Shock Respiratory emergencies Cardiac emergencies Neurological emergencies Endocrine emergencies Toxicology Trauma

The Essential Elements of a Flipped Classroom What we did The Essential Elements of a Flipped Classroom

The three Essential Elements of a flipped classroom Off-loaded content Student-centered learning Appropriate assessment Grounded in Self-Determination Theory- Autonomy, relatedness and competence are the innate needs for internal motivation

Off Load The Content Voice-over PowerPoints created Students listen and view at home prior to class Students can pause and rewind or re-watch PowerPoints as needed

Student Centered Learning In class activities include Students put into ‘squads’ Case Studies Small group practice sessions Presentations Group discussions Group worksheets

Appropriate Assessment Daily quizzes (formative- check comprehension of assigned reading materials) Peer-grading Rubrics Summative evaluations (quizzes, tests)

Outcomes

Spring 2017- unflipped course 14 students start the class 9 students finish (64% retention) 9 students test for certification 7 students pass (77% pass rate)

Summer 2017- Flipped Course 11 students start the class 9 students finish (82% retention) 9 students test for certification 8 students pass (89% pass rate)

Fall 2017- flipped course 17 students 15 students finished (88% retention) 13 students tested 13 students passed (100% pass rate)

Post course surveys ”I feel comfortable functioning as a new EMT”- 4.1 (pre-flipped) to 4.5 (flipped) “I have the skills I need to succeed as an EMT”- 4.2 (pre-flipped) to 4.8 (flipped) “My instructor cares about me as a person”- 4.7 (pre-flipped) to 4.8 (flipped)

A Flipped Classroom Activity Controlling Bleeding https://www.youtube.com/watch?v=MZQ7nYsK11Q http://www.redcrossrefresher.com/media/videos/firstaid-rr.html

Questions?

References McLaughlin, J.E., et al. The Flipped Classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine. 2014. vol.89. no.2 ; 236-246 Tune, J.D., Sturek, M, Basile, D.P. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advanced Physiological Education. 2013. vol. 37. 316-320 Pierce, R, Dunn, B.J., Fox, J. Vodcasts and active-learning exercises in a flipped classroom model of renal pharmacotherapy module. American Journal of Pharaceutical Education. 2012. 76 (10) Article 196 Bergman, J, Sams, A. The flipped classroom. 2013/2014. CSE vol. 17 no. 3. 24-26 Tucker, B. The flipped classroom- online instruction at home frees class time for learning. 2012. Education Next. Winter 2012. 82-83