Abstract
Alternative course formats are gaining increasing attention in higher education. The literature provides a number of examples and studies of flipped classrooms in the medical sciences and liberal arts and sciences. However, fewer than five papers on flipped classes in graduate public health courses have been published, and none in health management. Because graduate public health education is competency based, it seems that a flipped approach with its applied nature would be an appropriate form of teaching public health courses. This paper describes three successfully flipped courses taught in a school of public health. We provide a rationale for flipping, description of each course, and lessons learned. Once some of the challenges are overcome, we believe flipping courses can provide an alternative approach that enhances active learning in applied, public health, and health management courses.
Highlights
Alternative formats delivery such as online, hybrid, and flipped continue to gain popularity
The courses described below are taught in a Council on Education in Public Health (CEPH) accredited school of public health, and one in a Commission on Accreditation of Healthcare Management Education (CAHME) accredited program; the courses are developed based on a set of program competencies (Table S1 in Supplementary Material)
This paper describes how three public health courses with varying purposes were successfully flipped
Summary
Alternative formats delivery such as online, hybrid, and flipped continue to gain popularity. The flipped approach can stimulate increased student– teacher interactions [5] and promote active learning and problem solving [8, 9]. This approach enhances critical thinking skills [10,11,12,13] by forcing students to engage with the course material at a deeper level than with traditional classroom approaches, and it can respond to Millennials’ faster paced thinking and information processing [14]. Flipped classrooms use time more efficiently as learning occurs through application of the concepts (provided in the recorded lectures and supplemental readings) during class time [16,17,18]
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