SU-E-P-17: Flipping the Classroom: Improving Physics Education in a Clinical Environment




The traditional model of an active presenter with a passive audience is one of the least effective methods of education availiable.1 Additionally, it is difficult for an instructor to balance time preparing for course lectures with clinical duties. An alternative method would be to reduce the amount of lecture time in the class, with a greater emphasis on outside readings or videos that students watch prior to attending scheduled class hours.


The Clinical Rotation course at ECU was revamped to incorporate >30 TG Reports to develop deeper understanding of clinical aspects. Students were expected to read and bring questions on the topics to a weekly discussion session. Additional questions were asked by the instructor to verify understanding and emphasize key points of the reports. A final oral exam was given in the style of ABR part 3 to determine comprehensive analysis of the students understanding.


Over the past five semesters of the course, students have consistently had positive feedback on the course and overall scores have been good. Students benefited greatly from active learning during class discussions. A comparison with previous average grades was not possible. Time for preparation of the discussion is greatly reduced from time consuming powerpoint presentations.


It is important to balance time in clinic and time teaching to optimize efficiency in education without sacrificing patient care. It is also important to deliver a quality education to students. This method also has the added benefit of emphasizing the importance of task group reports to students which will be a primary source of reference in clinical settings.1McIntosh, N.,&Sullivan, N. (1996). Delivering effective lectures. JHPIEGO Strategy Papers.