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

2. 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

3. 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.

4. 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

5. 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

6. 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

7. 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.

8. 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.