An evaluation of flipped e-learning experiences

Abstract

Aim: The “flipped” classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD.

Methods: In this paper, we describe the structure and format of such a course using a qualitative case study framework.

Results: This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

Acknowledgements

The authors wish to note special thanks to the SIM-one Research Primer Faculty members for their valuable contributions to this innovative flipped classroom curriculum, namely D. Bould, R. Brydges, L. Grierson, K. Halliday, M. Luctkar-Flude, and W.Tavares. The authors deeply thank V. Boyd, F. Friesen, and E. Maclagan for their assistance with project coordination, data collection, and analysis.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Dr Kristen Jones-Bonofiglio, RN, PhD, is Assistant Professor at Lakehead University School of Nursing and Director of the Centre for Health Care Ethics in Thunder Bay, Ontario, Canada.

Dr Tim Willett, MD, MMEd, is President and CEO at SIM-one, which is the not-for-profit network of the healthcare simulation centers and simulationists in Ontario, Canada.

Dr Stella Ng, PhD, is Director of Research at the Centre for Faculty Development at St. Michael’s Hospital in Toronto, Ontario, Canada.

Glossary

Psychological safety: Refers to a climate where learners feel comfortable to be and to engage in learning behaviors.

Edmondson A. 1999. Psychological safety and learning behavior in work teams. Adm Sci Q. 44(2):350–383.

Additional information

Funding

Authors thank the University of Toronto for funding this study, to the research assistants for their invaluable hands-on support, and to our event administrative assistant, N. Fung, for coordinating the finer details.