Premium
Flipping the neuroanatomy labs: how the production of high quality video and interactive modules changed our approach to teaching (211.3)
Author(s) -
Krebs Claudia,
Holman Parker,
Bodnar Tamara,
Weinberg Joanne,
Vogl Wayne
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.211.3
Subject(s) - memorization , class (philosophy) , flipped classroom , formative assessment , computer science , quality (philosophy) , curriculum , test (biology) , session (web analytics) , multimedia , psychology , medical education , mathematics education , world wide web , pedagogy , medicine , artificial intelligence , paleontology , philosophy , epistemology , biology
Neuroanatomy is often approached with apprehension, often described as “neurophobia”. The result has been a triage approach by students: memorizing as much information as possible to pass the exam, and relegating a deep understanding of CNS systems as they relate to the clinical reality to clinical experiences. Aware of this reality, we wanted to create content that is accessible and engaging; moreover, we wanted to “flip” the classroom so that students could begin to use class time for knowledge application instead of memorization. The theory behind a flipped classroom approach is to provide resources to the students to prepare with prior to coming to class, and then use the classroom time for the application of this knowledge to clinical cases and in‐depth discussions about CNS systems. We created eight highly produced mini‐documentaries to provide conceptual overviews of key brain systems, and 20 interactive modules for more in‐depth didactic content as well as formative assessment for the students. All of these resources are posted online under a Creative Commons license. A Readiness Assessment Test (RAT) at the beginning of the session gauges student understanding of the material; lab time is then used to address areas of weakness as well as to apply knowledge to clinical cases ‐ a core focus of each lab. Evidence suggests that this approach can make the classroom experience more engaging for both faculty and students. Grant Funding Source : Supported by: UBC Flexible Learning Initiative