Abstract
In this session participants will explore how a flexible learning (FL) curriculum redesign strategy can be employed to develop interactive learning in professional healthcare education programs.
The session will examine:
1) What is a FL strategy and flipped classroom?
2) How can we use simulation, mobile augmented-reality, social media and web-based blended learning techniques to effectively enhance the way we teach?
3) Which forms of flexible learning are likely to be most effective in enhancing clinical skills education and training?
4) What are the advantages and disadvantages of using flexible learning in health-professional education and training?
5) How can we best evaluate the impact of flexible learning?
In this interactive session we will give details of an ongoing two year research project at the UBC School of Nursing to revise our undergraduate nursing curriculum to offer students a variety of new technological innovative educational experiences. We have introduced a range of new teaching strategies with FL, replacing 12 hours of classroom time in each of our clinical-focused courses with FL. These are being evaluated using a comprehensive mixed methods evaluation strategy, using comparative outcome performance measures, focus groups, surveys and pedagogic dimension mapping with both students and instructors.
Location
Room 2005
Recommended Citation
Garrett, Bernie; Jackson, Cathryn; and MacPhee, Maura, "Integrating Flexible Learning into Healthcare Professional Education" (2014). SoTL Commons Conference. 58.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/58
Integrating Flexible Learning into Healthcare Professional Education
Room 2005
In this session participants will explore how a flexible learning (FL) curriculum redesign strategy can be employed to develop interactive learning in professional healthcare education programs.
The session will examine:
1) What is a FL strategy and flipped classroom?
2) How can we use simulation, mobile augmented-reality, social media and web-based blended learning techniques to effectively enhance the way we teach?
3) Which forms of flexible learning are likely to be most effective in enhancing clinical skills education and training?
4) What are the advantages and disadvantages of using flexible learning in health-professional education and training?
5) How can we best evaluate the impact of flexible learning?
In this interactive session we will give details of an ongoing two year research project at the UBC School of Nursing to revise our undergraduate nursing curriculum to offer students a variety of new technological innovative educational experiences. We have introduced a range of new teaching strategies with FL, replacing 12 hours of classroom time in each of our clinical-focused courses with FL. These are being evaluated using a comprehensive mixed methods evaluation strategy, using comparative outcome performance measures, focus groups, surveys and pedagogic dimension mapping with both students and instructors.
