Creating an Innovative Inter-professional Healthcare Module that Engages Learning and Teaching in Public Health: A 'Flipped Classroom' Model

Emma Senior

doi:10.4172/2161-0711.1000443

Abstract

Background: In order to engage undergraduate healthcare students in the subject of Public Health an innovative approach is required. The overall aim of the second year Public Health module was to offer students the opportunity to explore the concepts of promoting health and wellbeing in relation to contemporary public health policy in order to inform future care delivery. Method: A public health module was developed using the 'Flipped Classroom' to address the presenting challenges with both theoretical content and the delivery schedule. Results: An emerging structural model for a ‘Flipped Classroom’ approach to module learning and teaching was created. Conclusion: This discussion will explore how the challenges were met through the development of a model based upon the ‘Flipped Classroom’ approach to learning and teaching.

Highlights

How do you create an innovative inter-professional healthcare module using a ‘Flipped Classroom’ approach that engages learning and teaching within the subject of Public Health?This was the task encountered in the second year of an undergraduate healthcare BSc (Hons) programme
The overall aim of the module was to offer students the opportunity to explore the concepts of promoting health and wellbeing in relation to contemporary public health policy in order to inform future care delivery
Requirement to incorporate Inter-professional learning (IPL) to promote effective collaborative working skills to enable the provision of high quality patient centered care

Summary

Introduction

How do you create an innovative inter-professional healthcare module using a ‘Flipped Classroom’ approach that engages learning and teaching within the subject of Public Health?This was the task encountered in the second year of an undergraduate healthcare BSc (Hons) programme. Students will need to explore and demonstrate application of a range of health promotion models and approaches along with strategies to support behaviour change in their professional practice. Requirement to incorporate Inter-professional learning (IPL) to promote effective collaborative working skills to enable the provision of high quality patient centered care.

Results

Conclusion