Increasing Student Engagement Via a Combined Roundtable Discussion and Flipped Classroom Curriculum Model Presented by: Pamela Lewis-Kipkulei, OTD, OTR/L Arkansas State University

Purpose Course: OTD 7223 Population Health A combined round-table discussion and flipped-type classroom curriculum model was used to: increase student participation Increase student engagement prepare future occupational therapists to provide population health interventions

Why utilize this hybrid curriculum model? The purpose of this hybrid curriculum model is to increase student engagement and participation by providing opportunities for students to actively construct knowledge and practice using guided questions and intellectual tools to acquire a deeper understanding of course content. This hybrid approach allows instructors to guide their students to deeper thinking and higher levels of application while allowing students to take responsibility for parts of the learning process.

Materials/Methods Students were: Assigned topics—Population Health Issues Given guiding questions to research and explore Expected to become “subject matter experts” on assigned topic/issue Group Leaders: (4 during a.m. session and 4 during p.m. session) Lead an evidence-based scholarly discussion (a.m. session—3 hour time frame) Co-teach teach an evidence-based, 2-hour module on topic to their peers (p.m. session) Group Participants: (remainder of class) Find a peer-reviewed journal article on topic in order to contribute to the discussion

Materials/Methods (cont.) In this hybrid model, students led scholarly, evidence-based discussions on population health issues including: ethical and practical considerations health and wellness needs risks for social injustice, occupational deprivation, and disparity in the receipt of services the relevance of the issue to occupational therapy practitioners how OT is already involved or how they can become involved in treating clients with this issue service delivery and reimbursement models screenings, assessments and interventions used by OT to address the issue

Observations D=Discussion TM=Teaching Module Session Required Responses/total student responses Actual # of responses/percentage over # required 1 D 5 110 118 7% TM 22 26 18% 2 115 122 6% 23 53 130% 3 113 2.7% 43 95% 4 105 123 17% 21 152% 121 15% 32 52% 6 124 12.7% 34 54.5% D=Discussion TM=Teaching Module

Observations and Conclusions The discussion and teaching module were assessed using separate rubrics for group leaders, co-teachers, and group participants. The rubrics outlined the expectations but allowed students the latitude to be creative in their teaching style. Rubrics detailed that grades would be assigned based on participation. To receive the highest scores, students were required to contribute 5 scholarly contributions to the peer-led discussion and 1 scholarly contribution to the teaching module. The instructor documented each student’s contributions to the discussion and the teaching module. Students exhibited increased engagement and participation in all sessions as noted by the percentage of responses made over the number required. 1.

Clinical Relevance Student engagement and participation has a significant impact on learning. Occupational therapy students are responsible for understanding population health issues and implementing interventions to address them. If students are more engaged in the learning process and take responsibility for acquiring the necessary knowledge, they will be able to make better clinical decisions (problem-solving and critical thinking) when implementing interventions to address population health issues.