Abstract
BackgroundAlthough the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model.MethodsOne hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated.ResultsThere were no statistically significant differences in examination scores or students’ assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers.ConclusionsThere was no significant difference in students’ performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.
Highlights
Introduction and History of EpidemiologyDescriptive EpidemiologyInfectious Disease Epidemiology Causal Inference
In 2016, a total of 78 students were enrolled in the course, including 80.8% (63) from the Department of Biostatistics, 14.1% (11) students from the Department of Epidemiology, and 5.1% (4) from other departments
The flipped format did allow for flexibility and greater applied learning opportunities at home and during in-class discussion sections
Summary
Introduction and History of EpidemiologyDescriptive EpidemiologyInfectious Disease Epidemiology Causal Inference. The flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. A systematic review of the model’s use in graduate nursing education reached similar conclusions, while a metaanalysis of 11 randomized controlled trials in undergraduate nursing programs in China reported significantly higher theoretical knowledge and skill scores in flipped vs traditional classrooms [8, 13]. To date there has been only one other published report of flipping an introductory class in epidemiology, the basic science of public health [14]. Final grades were comparable to those in the prior traditional format, but classroom effectiveness and satisfaction ratings were improved
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