Flipping public health education: A rationale for turning lecture-based learning on its head

Background: As public health faculty seek out ways to facilitate student learning, a small but growing trend is taking hold in higher education: flipped learning.  In this pedagogical approach, rather than filling class time with lectures, class is dedicated to the application and practice of material previously learned about outside of the classroom.  A small body of literature supports the positive impact of flipped learning on student achievement and engagement.  

Objectives: Poster attendees will be able to 1) apply existing class learning objectives and outcomes to flip a class of their own, 2) identify a variety of interactive techniques to facilitate a flipped class, and 3) anticipate challenges and barriers to flipping their classes.  

Intervention: At the University of South Florida, College of Public Health, a comparison of two sections of an undergraduate class was conducted to evaluate the impact of traditional lecture-based learning versus flipped learning.  Content for each section was consistent over the course of one year but students who took the traditional format class were taught with lectures while the flipped class used the flipped approach.

Results:  In the flipped class, students reported increased: stimulation of interest and engagement, facilitation of learning, and communication.  Challenges included: preservation of the quality of material, addressing different levels of student comprehension, and student resistance to working in groups.