Introducing the flip: A mixed method approach to gauge student and staff perceptions on the introduction of flipped pedagogy in pre-clinical medical education

• DOI: 10.14742/ajet.5600
• Publication Date: 2020-06-29T05:48:07Z
• Authors: Margaret Simmons; Deb Colville; Shane Bullock; Julie Willems; Michelle Macado; Adelle McArdle; Marianne Tare; Jayden Kelly; Mohammad Ali Taher; Sallyann Middleton; Marion Shuttleworth; David Reser
• Keywords: Flipped Classroom; Student Engagement; Multimethodology; Qualitative property; Flipped learning; Blended Learning

Flipped learning has become a popular blended approach in higher education and is now being adopted medical schools across Australia internationally. There are number of principal educational justifications for the introduction this approach, primarily, that it fosters deeper student through active engagement classroom. As pedagogical intervention however, what do various stakeholders think about its introduction? This paper explores reactions to implementation flipped pre-clinical regional Victorian course, via mixed method approach. A range quantitative qualitative data was collected concerning implementation, including survey, focus groups, staff survey both academic professional members involved an independent student-driven social media questionnaire conducted second year post survey. These provide critical feedback refinement more robust faculty development support during pedagogy. Taken together, our results unique perspective different stakeholder lenses, over time.