Implementation of Flipped Classroom Design in Transfusion Science Course

Abstract

Flipped classroom design is becoming a common trend in tertiary education. It has been shown active learning and improved student outcomes are associated with flipped classroom implementation. A flipped classroom design was implemented in Transfusion Science course, which is offered in third year as part of a Bachelor of Medical Laboratory Program at Griffith University, Queensland, Australia. Student performance in the flipped classroom across almost all assessments was improved when compared to the non-flipped classroom. Class survey showed 73% of respondents felt that the flipped classroom design was helping them learning the theory content of the course, while, 45% indicated that the flipped classroom delivery was helping their learning in practical component. Furthermore, all respondents either agreed or strongly agreed that the course was engaging and satisfactory. Our data suggests adopting a flipped classroom design in medical laboratory education enhances student outcomes with higher student satisfaction.