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Medical Reference Services Quarterly Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wmrs20
The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians C. Andrew Youngkin
a
a
Southeastern/Atlantic Regional Medical Library, Health Sciences & Human Services Library , University of Maryland , Baltimore , Maryland , USA Published online: 14 Oct 2014.
Click for updates To cite this article: C. Andrew Youngkin (2014) The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians, Medical Reference Services Quarterly, 33:4, 367-374, DOI: 10.1080/02763869.2014.957073 To link to this article: http://dx.doi.org/10.1080/02763869.2014.957073
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Downloaded by [Georgian Court University] at 22:40 04 March 2015
Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions
Medical Reference Services Quarterly, 33(4):367–374, 2014 Published with license by Taylor & Francis ISSN: 0276-3869 print=1540-9597 online DOI: 10.1080/02763869.2014.957073
The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians C. ANDREW YOUNGKIN
Downloaded by [Georgian Court University] at 22:40 04 March 2015
Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, Baltimore, Maryland, USA
The ‘‘flipped classroom’’ instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services. KEYWORDS Academic health sciences librarians, flipped classroom, health sciences librarians, instructional technology, library instruction, medical libraries, screencasting, web-based instruction
INTRODUCTION Academic health sciences librarians provide a range of instructional services to the faculty and students in many academic programs including medicine, nursing, physician assistant, dentistry, physical therapy, social work, and allied health. In addition to supporting campus teaching and learning needs, academic health sciences librarians also provide a great deal of library instruction to students, faculty, and other library patrons on topics that # C. Andrew Youngkin Received: June 12, 2014; Accepted: July 20, 2014. Address correspondence to C. Andrew Youngkin, Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, 601 W. Lombard Street, Baltimore, MD 21201. E-mail: [email protected] 367
Downloaded by [Georgian Court University] at 22:40 04 March 2015
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address information literacy, conducting research, academic communication, emerging technologies, and access to a wide range of quality health information resources. Over time, librarians have reported that instructional activities have become a more significant part of their work. In 1996, a study conducted at East Tennessee State University, James H. Quillen College of Medicine Library found that 75% of health sciences libraries offered formal library instruction compared with a 1975 University of Tennessee-Memphis study that reported only 18% of libraries teaching formal library coursework.1 In 2013, 90% of health sciences libraries reportedly required incoming medical students to receive library instruction with academic librarians reporting that anywhere from 15–50% of their job is dedicated to providing library instruction.2 As instructional responsibilities continue to be a core area of focus for academic health sciences librarians, new strategies and resources that support and enhance teaching efforts become ever more relevant.
THE FLIPPED CLASSROOM As the name suggests, the ‘‘flipped classroom’’ is an inverted model of teaching that often uses various communication or instructional technologies such as videos or podcasts to deliver lecture material outside the classroom so that classroom time is spent on discussion, analysis, and problem-solving activities. In more direct terms, the flipped classroom comprises interactive group learning inside the classroom and computer-based individual sessions outside the classroom.3 The flipped classroom actively places a greater share of learning responsibility on the students, tasking them to review and digest video lecture material themselves, rather than solely rely on the instructor to interpret content and evaluate learning. The flipped classroom, along with the development of new instructional technologies that enable inverted instruction, have garnered attention as effective, efficient ways to teach and learn, particularly in medical and health sciences curricula. Aware of the growing interest in the flipped classroom among medical educators, health sciences librarians have started exploring how the flipped classroom may benefit library instructional efforts as an increasing number of instructional sessions for medical and health science students are taught virtually.4 As the flipped classroom model of instruction continues to play a role in curriculum delivery in the health sciences, librarians may consider further opportunities to employ the flipped classroom model for library instruction activities.
FLIPPED TECHNOLOGIES With recorded lecture content providing the mechanism behind inverted instruction, a variety of technologies play a critical role in facilitating the
Downloaded by [Georgian Court University] at 22:40 04 March 2015
The Flipped Classroom
369
flipped classroom. In an age where digital video recording devices are nearly as ubiquitous as mobile phones and YouTube leads the charge to host and share recorded content, the ability to capture and share video-recorded lecture content has never been easier. Additionally, the advent of many new, easy-to-use, and often free, instructional technologies that help create dynamic, customized, on-demand lecture content accounts have contributed to the surge in exploration of the flipped classroom. Popular web technologies include online video tutorial creation (screencasting) software such as Jing, Camtasia, and Screencast-o-Matic, which allow users to capture, record, and narrate on-screen content to create online tutorials. Google þ Hangout and Skype provide instructors and learning groups with live video conferencing space. Though these technologies vary in use and offer different features, they represent an increase in new instructional technologies that can help facilitate the ‘‘flip’’ in the flipped classroom. Once video lectures or online tutorials are created for instructional content delivery, the instructor’s in-class objective can then become more focused on facilitating student discussions and assessing learning outcomes.5 As video lectures and online tutorials have become popular ways to deliver instructional content, and teaching strategies that aim to maximize curriculum delivery have facilitated increased student learning, the flipped classroom has recently been explored in higher education, particularly medical and health sciences curriculums.
MEDICAL EDUCATION The flipped classroom is particularly adaptable to health sciences and medical education programs as faculty seek opportunities to enhance student learning in the midst of increased curricular volumes and in health sciences programs where students must also find time to fulfill clinical requirements as well.6,7 Restructuring and digitally delivering foundational course material can create a more personalized academic experience suited toward the individual learner.8 Increasing the flexibility of curriculum delivery with recorded, on-demand lecture content can also provide time needed for aspiring health professionals to customize their medical education experience to reflect the areas of practice in which they intend to work.9 The musculoskeletal program at Texas State University’s Physical Therapist program has been ‘‘flipped’’ to maximize the time students have to digest and process the increasing volume of health and medical materials as well as prepare them for health care settings that will require maximizing productivity under demanding time constraints.10 In addition to making medical curriculum delivery more flexible, a flipped health sciences curriculum has also been shown to be effective in improving student performance as it provides
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instructors with the class time needed to emphasize important concepts or have students engage in problem-solving activities.10,11
Downloaded by [Georgian Court University] at 22:40 04 March 2015
LIBRARIES FLIP INSTRUCTION As the flipped classroom model continues to take hold in various health sciences programs, academic health sciences libraries are investigating the flipped model as a way to provide library instruction. Academic libraries are starting to test and evaluate the flipped classroom for various types of library instruction. Motivated by a desire to streamline lecture delivery and classroom preparation in the midst of a high number of classes needing instruction, the University of South Dakota (USD) Libraries decided to transform their existing information literacy curriculum to be organized and delivered as a flipped class. After collecting feedback from faculty and students, USD librarians report that with appropriate technology, a consideration of different learning styles, and the ability to hold students accountable for outside lecture material, the flipped classroom model is effective for delivering information literacy instruction through the general education curriculum.12 Research and instruction librarians at Towson University’s Albert S. Cook Library similarly adapted the flipped classroom to test whether information literacy instruction could be successfully delivered through this model. Prelibrary session assignments were delivered as online video tutorials on topics such as ‘‘the differences between scholarly and popular materials’’ and ‘‘using the library website’’ and included a post-tutorial quiz. Online assignments were followed up with ‘‘in-class’’ library sessions to discuss concepts covered by the online tutorials and to apply database searching techniques with hands-on practice. Questionnaires were used to assess the success of the flipped classroom and determine whether the model allowed for a more efficient, productive method of delivering information literacy instruction. Faculty reported students demonstrated an understanding of information literacy concepts and the flipped classroom model was ‘‘efficient and more productive,’’ while librarians reported being able ‘‘to cover more concepts than in previous classes.’’13 Cook librarians concluded that the use of the flipped classroom was a worthwhile strategy to ‘‘limit in-class lecture time’’ and ‘‘build well-structured in-class activities that challenge students to use the foundational skills that pre-class assignments will teach.’’13 The flipped classroom also shows promise as a valuable strategy to develop and deliver professional development instruction for health sciences librarians. Librarians at the Taubman Health Sciences Library at the University of Michigan have employed the flipped classroom model to create a systematic review course for academic health sciences librarians,14 in part to assess the value and applicability of the flipped classroom for library instruction. The flipped model systematic review pilot course for librarians consisted
Downloaded by [Georgian Court University] at 22:40 04 March 2015
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371
of a two-week online session followed by a two-day in-person workshop and incorporated extensive assessment measures including pre-post testing, course evaluations, and a post-course focus group. Participant feedback was ‘‘overwhelmingly positive’’ describing the ‘‘flipped’’ model as ‘‘enjoyable,’’ with the in-person workshop effective for reinforcing online content and providing opportunity for application and discussion. Additional examples of health sciences libraries experimenting with the flipped classroom surfaced as paper and poster presentations at the 2014 Annual Meeting of the Medical Library Association, reflecting a growing interest in exploring the flipped classroom for library instruction.15,16 As academic and health sciences librarians continue to explore the use of the flipped classroom to enhance library instruction, they may consider several additional areas to offer their flipped expertise. With first-hand knowledge of the flipped classroom model and the various technologies appropriate for inverting the curriculum, librarians might consult faculty to transform an existing curriculum into a flipped curriculum, just as school librarians have been successful in guiding K-12 teachers toward resources that can facilitate a flipped model approach to enhance learning.17 Academic and medical librarians need not limit themselves to formal academic curriculums in the pursuit of flipping the classroom. In addition to traditional instruction formats such as classrooms, lecture halls, and online learning spaces, librarians may also consider how flipped instruction might support continuing medical education (CME) programs, consumer health and patient education outreach, grant-writing workshops, and professional development courses. In addition to flipping the classroom through instructional roles and services, academic librarians might also find ways to enhance reference, research, and outreach. For example, embedded librarians are increasing their presence in clinical settings, providing point-of-care reference assistance to clinicians and information instruction to clinical residents and medical students.18 Could there be opportunities to integrate the flipped classroom into these unstructured learning spaces? While it may be difficult to ensure that these moments of informal learning possess all the defining characteristics of the flipped classroom, using portions of the model to summarize literature reviews, provide current awareness services, or promote library services with new technologies can help establish and strengthen connections between academic librarians and the students, faculty, and health professionals they support.
BARRIERS AND ISSUES TO THE FLIPPED CLASSROOM MODEL As academic librarians continue to investigate the applications and role of the flipped classroom instructional model, several additional issues in adopting inverted instruction should be considered. Issues that pioneering librarians
Downloaded by [Georgian Court University] at 22:40 04 March 2015
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should anticipate and plan for include difficulty obtaining faculty buy-in, student unfamiliarity and discomfort with the model, varying amounts of time required to invert instruction, and ensuring flipped content is accessible and compliant with the Americans with Disabilities Act (ADA).19 Issues arising from the adoption of the flipped classroom model, though formidable, are avoidable obstacles and could be opportunities to collaborate with faculty, information technology staff, administrators, and stakeholders to improve upon the services and resources of the library. Librarians are learning that not all curricula, students, and faculty are ideal for adopting the flipped classroom model, and that advanced planning and a thorough understanding of how the new and existing technologies will be used together is important. Librarians should be aware of these issues as they implement and consult with faculty to develop flipped classroom instruction.
CONCLUSION With an expanding acceptance of online learning tools and strategies, the flipped classroom will continue being explored as an efficient, productive, and engaging model to deliver instruction in higher education and in academic libraries. Additionally, opportunities to flip instruction should not be limited to traditional instructional settings and may present themselves in a variety of contexts—from informal teaching moments to week-long workshops to outreach projects and reference services. Academic health sciences librarians should monitor trends in how cloud-based educational technologies, digital learning spaces, and online repositories continue to re-define classrooms and the delivery of instruction to ensure that libraries use the flipped classroom to their advantage.
REFERENCES 1. Earl, Martha F. ‘‘Library Instruction in the Medical School Curriculum: A Survey of Medical College Libraries.’’ Bulletin of the Medical Library Association 84, no. 2 (April 1996): 191–195. 2. Eldredge, Jonathan, Karen M. Heskett, Terry Henner, and Josephine P. Tan. ‘‘Current Practices in Library=informatics Instruction in Academic Libraries Serving Medical Schools in the Western United States: A Three Phase Action Research Study.’’ BMC Medical Education 13, no. 119 (September 2013). 3. Bishop, Jacob Lowell, and Matthew A. Verleger. ‘‘The Flipped Classroom: A Survey of the Research.’’ Paper #6219, 120th ASEE Annual Conference & Exposition, June 23–26, 2013. 4. Gardois, Paolo, Nicoletta Colombi, Gaetano Grillo, and Maria C. Villanacci. ‘‘Implementation of Web 2.0 Services in Academic and Research Libraries: A Scoping Review.’’ Health Information and Libraries Journal 12, no.2 (June 2012): 90–109.
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5. Berrett, Dan. ‘‘How Flipping the Classroom Can Improve the Traditional Lecture.’’ The Chronicle of Higher Education, February 19, 2012. 6. Sawarynski, Kara Elizabeth, Jennifer L. Eastwood, and Neena Iyer. ‘‘An Integrated, Flipped Classroom Model for Medical Education.’’ The FASEB Journal 27 no. 517.1 (April 2013). 7. Vogel, Lauren. ‘‘Educators Propose Flipping Medical Training.’’ Canadian Medical Association Journal 184, no. 12 (September 2012): E656–657. 8. Tune, Johnathan, Michael Sturek, and David P. Basile. ‘‘Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology.’’ Advances in Physiology Education 37 (September 2013): 316–320. 9. Prober, Charles G., and Salman Khan. ‘‘Medical Education Reimagined: A Call to Action.’’ Academic Medicine 88, no. 10 (October 2013): 1407–1410. 10. Boucher, Brenda, Eric Robertson, Rob Wainner, and Barbara Sanders. ‘‘Flipping Texas State University’s Physical Therapist Musculoskeletal Curriculum: Implementation of a Hybrid Learning Model.’’ Journal of Physical Therapy Education 27, no. 3 (Fall 2013): 72–77. 11. McLaughlin, Jacqueline, Mary T. Roth, Dylan M. Glatt et al. ‘‘The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School.’’ Academic Medicine 89, no. 2 (February 2014): 236–243. 12. Aggerbeck, Valerie, Alan Aldrich, Carol A. Leibiger, and Megan McNevin. ‘‘Flipping the classroom: Applying Flipped Teaching Methods to Library Instruction.’’ Presented at Library Technology Conference, Macalester College, March 20, 2014. 13. Arnold-Garza, Sara. ‘‘The Flipped Classroom: Assessing an Innovative Teaching Model for Effective Library Instruction.’’ College & Research Libraries News 75, no. 1 (January 2014): 10–13. http://crln.acrl.org/content/75/1/10. short?rss=1. 14. MacEachern, Mark, Marisa Conte, Judith Smith, and Caitlin Kelley. ‘‘Flipping the Classroom: Developing and Piloting a Successful Systematic Review Course for Librarians Utilizing Online and In-person Instruction.’’ Paper presented at the Annual Meeting of the Medical Library Association, Chicago, May 20, 2014. 15. Brown, Heather. ‘‘When Flipping Flops: Piloting a New Method for EvidenceBased Practice Instruction’’ Poster presented at the Annual Meeting of the Medical Library Association, Chicago, May 19, 2014. 16. Mears, Kim, and Peter Shipman. ‘‘Flip-Flop: Reflections on Reversing Flipped Information Literacy Instruction for Pre-College Health Profession Students.’’ Paper presented at the Annual Meeting of the Medical Library Association, Chicago, May 18, 2014. 17. Valenza, Joyce Kasman. ‘‘The Flipping Librarian.’’ Teacher Librarian 40, no. 2 (December 2012): 22–25. 18. Sollenberger, Julie, and Robert G. Holloway, Jr. ‘‘The Evolving Role and Value of Libraries and Librarians in Health Care.’’ JAMA 310, no. 12 (September 2013): 1231–1232. 19. Benjes-Small, Candice, and Katelyn Tucker. ‘‘Keeping up with . . . Flipped Classrooms.’’ Keeping up with. . . (July 2013). http://www.ala.org/acrl/publications/ keeping_up_with/flipped_classrooms.
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ABOUT THE AUTHOR
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C. Andrew Youngkin, MLS ([email protected]) is Emerging Technologies & Evaluation Coordinator, Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, 601 W. Lombard Street, Baltimore, MD 21201.
Medical Reference Services Quarterly Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wmrs20
The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians C. Andrew Youngkin
a
a
Southeastern/Atlantic Regional Medical Library, Health Sciences & Human Services Library , University of Maryland , Baltimore , Maryland , USA Published online: 14 Oct 2014.
Click for updates To cite this article: C. Andrew Youngkin (2014) The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians, Medical Reference Services Quarterly, 33:4, 367-374, DOI: 10.1080/02763869.2014.957073 To link to this article: http://dx.doi.org/10.1080/02763869.2014.957073
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Downloaded by [Georgian Court University] at 22:40 04 March 2015
Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions
Medical Reference Services Quarterly, 33(4):367–374, 2014 Published with license by Taylor & Francis ISSN: 0276-3869 print=1540-9597 online DOI: 10.1080/02763869.2014.957073
The Flipped Classroom: Practices and Opportunities for Health Sciences Librarians C. ANDREW YOUNGKIN
Downloaded by [Georgian Court University] at 22:40 04 March 2015
Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, Baltimore, Maryland, USA
The ‘‘flipped classroom’’ instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services. KEYWORDS Academic health sciences librarians, flipped classroom, health sciences librarians, instructional technology, library instruction, medical libraries, screencasting, web-based instruction
INTRODUCTION Academic health sciences librarians provide a range of instructional services to the faculty and students in many academic programs including medicine, nursing, physician assistant, dentistry, physical therapy, social work, and allied health. In addition to supporting campus teaching and learning needs, academic health sciences librarians also provide a great deal of library instruction to students, faculty, and other library patrons on topics that # C. Andrew Youngkin Received: June 12, 2014; Accepted: July 20, 2014. Address correspondence to C. Andrew Youngkin, Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, 601 W. Lombard Street, Baltimore, MD 21201. E-mail: [email protected] 367
Downloaded by [Georgian Court University] at 22:40 04 March 2015
368
C. A. Youngkin
address information literacy, conducting research, academic communication, emerging technologies, and access to a wide range of quality health information resources. Over time, librarians have reported that instructional activities have become a more significant part of their work. In 1996, a study conducted at East Tennessee State University, James H. Quillen College of Medicine Library found that 75% of health sciences libraries offered formal library instruction compared with a 1975 University of Tennessee-Memphis study that reported only 18% of libraries teaching formal library coursework.1 In 2013, 90% of health sciences libraries reportedly required incoming medical students to receive library instruction with academic librarians reporting that anywhere from 15–50% of their job is dedicated to providing library instruction.2 As instructional responsibilities continue to be a core area of focus for academic health sciences librarians, new strategies and resources that support and enhance teaching efforts become ever more relevant.
THE FLIPPED CLASSROOM As the name suggests, the ‘‘flipped classroom’’ is an inverted model of teaching that often uses various communication or instructional technologies such as videos or podcasts to deliver lecture material outside the classroom so that classroom time is spent on discussion, analysis, and problem-solving activities. In more direct terms, the flipped classroom comprises interactive group learning inside the classroom and computer-based individual sessions outside the classroom.3 The flipped classroom actively places a greater share of learning responsibility on the students, tasking them to review and digest video lecture material themselves, rather than solely rely on the instructor to interpret content and evaluate learning. The flipped classroom, along with the development of new instructional technologies that enable inverted instruction, have garnered attention as effective, efficient ways to teach and learn, particularly in medical and health sciences curricula. Aware of the growing interest in the flipped classroom among medical educators, health sciences librarians have started exploring how the flipped classroom may benefit library instructional efforts as an increasing number of instructional sessions for medical and health science students are taught virtually.4 As the flipped classroom model of instruction continues to play a role in curriculum delivery in the health sciences, librarians may consider further opportunities to employ the flipped classroom model for library instruction activities.
FLIPPED TECHNOLOGIES With recorded lecture content providing the mechanism behind inverted instruction, a variety of technologies play a critical role in facilitating the
Downloaded by [Georgian Court University] at 22:40 04 March 2015
The Flipped Classroom
369
flipped classroom. In an age where digital video recording devices are nearly as ubiquitous as mobile phones and YouTube leads the charge to host and share recorded content, the ability to capture and share video-recorded lecture content has never been easier. Additionally, the advent of many new, easy-to-use, and often free, instructional technologies that help create dynamic, customized, on-demand lecture content accounts have contributed to the surge in exploration of the flipped classroom. Popular web technologies include online video tutorial creation (screencasting) software such as Jing, Camtasia, and Screencast-o-Matic, which allow users to capture, record, and narrate on-screen content to create online tutorials. Google þ Hangout and Skype provide instructors and learning groups with live video conferencing space. Though these technologies vary in use and offer different features, they represent an increase in new instructional technologies that can help facilitate the ‘‘flip’’ in the flipped classroom. Once video lectures or online tutorials are created for instructional content delivery, the instructor’s in-class objective can then become more focused on facilitating student discussions and assessing learning outcomes.5 As video lectures and online tutorials have become popular ways to deliver instructional content, and teaching strategies that aim to maximize curriculum delivery have facilitated increased student learning, the flipped classroom has recently been explored in higher education, particularly medical and health sciences curriculums.
MEDICAL EDUCATION The flipped classroom is particularly adaptable to health sciences and medical education programs as faculty seek opportunities to enhance student learning in the midst of increased curricular volumes and in health sciences programs where students must also find time to fulfill clinical requirements as well.6,7 Restructuring and digitally delivering foundational course material can create a more personalized academic experience suited toward the individual learner.8 Increasing the flexibility of curriculum delivery with recorded, on-demand lecture content can also provide time needed for aspiring health professionals to customize their medical education experience to reflect the areas of practice in which they intend to work.9 The musculoskeletal program at Texas State University’s Physical Therapist program has been ‘‘flipped’’ to maximize the time students have to digest and process the increasing volume of health and medical materials as well as prepare them for health care settings that will require maximizing productivity under demanding time constraints.10 In addition to making medical curriculum delivery more flexible, a flipped health sciences curriculum has also been shown to be effective in improving student performance as it provides
370
C. A. Youngkin
instructors with the class time needed to emphasize important concepts or have students engage in problem-solving activities.10,11
Downloaded by [Georgian Court University] at 22:40 04 March 2015
LIBRARIES FLIP INSTRUCTION As the flipped classroom model continues to take hold in various health sciences programs, academic health sciences libraries are investigating the flipped model as a way to provide library instruction. Academic libraries are starting to test and evaluate the flipped classroom for various types of library instruction. Motivated by a desire to streamline lecture delivery and classroom preparation in the midst of a high number of classes needing instruction, the University of South Dakota (USD) Libraries decided to transform their existing information literacy curriculum to be organized and delivered as a flipped class. After collecting feedback from faculty and students, USD librarians report that with appropriate technology, a consideration of different learning styles, and the ability to hold students accountable for outside lecture material, the flipped classroom model is effective for delivering information literacy instruction through the general education curriculum.12 Research and instruction librarians at Towson University’s Albert S. Cook Library similarly adapted the flipped classroom to test whether information literacy instruction could be successfully delivered through this model. Prelibrary session assignments were delivered as online video tutorials on topics such as ‘‘the differences between scholarly and popular materials’’ and ‘‘using the library website’’ and included a post-tutorial quiz. Online assignments were followed up with ‘‘in-class’’ library sessions to discuss concepts covered by the online tutorials and to apply database searching techniques with hands-on practice. Questionnaires were used to assess the success of the flipped classroom and determine whether the model allowed for a more efficient, productive method of delivering information literacy instruction. Faculty reported students demonstrated an understanding of information literacy concepts and the flipped classroom model was ‘‘efficient and more productive,’’ while librarians reported being able ‘‘to cover more concepts than in previous classes.’’13 Cook librarians concluded that the use of the flipped classroom was a worthwhile strategy to ‘‘limit in-class lecture time’’ and ‘‘build well-structured in-class activities that challenge students to use the foundational skills that pre-class assignments will teach.’’13 The flipped classroom also shows promise as a valuable strategy to develop and deliver professional development instruction for health sciences librarians. Librarians at the Taubman Health Sciences Library at the University of Michigan have employed the flipped classroom model to create a systematic review course for academic health sciences librarians,14 in part to assess the value and applicability of the flipped classroom for library instruction. The flipped model systematic review pilot course for librarians consisted
Downloaded by [Georgian Court University] at 22:40 04 March 2015
The Flipped Classroom
371
of a two-week online session followed by a two-day in-person workshop and incorporated extensive assessment measures including pre-post testing, course evaluations, and a post-course focus group. Participant feedback was ‘‘overwhelmingly positive’’ describing the ‘‘flipped’’ model as ‘‘enjoyable,’’ with the in-person workshop effective for reinforcing online content and providing opportunity for application and discussion. Additional examples of health sciences libraries experimenting with the flipped classroom surfaced as paper and poster presentations at the 2014 Annual Meeting of the Medical Library Association, reflecting a growing interest in exploring the flipped classroom for library instruction.15,16 As academic and health sciences librarians continue to explore the use of the flipped classroom to enhance library instruction, they may consider several additional areas to offer their flipped expertise. With first-hand knowledge of the flipped classroom model and the various technologies appropriate for inverting the curriculum, librarians might consult faculty to transform an existing curriculum into a flipped curriculum, just as school librarians have been successful in guiding K-12 teachers toward resources that can facilitate a flipped model approach to enhance learning.17 Academic and medical librarians need not limit themselves to formal academic curriculums in the pursuit of flipping the classroom. In addition to traditional instruction formats such as classrooms, lecture halls, and online learning spaces, librarians may also consider how flipped instruction might support continuing medical education (CME) programs, consumer health and patient education outreach, grant-writing workshops, and professional development courses. In addition to flipping the classroom through instructional roles and services, academic librarians might also find ways to enhance reference, research, and outreach. For example, embedded librarians are increasing their presence in clinical settings, providing point-of-care reference assistance to clinicians and information instruction to clinical residents and medical students.18 Could there be opportunities to integrate the flipped classroom into these unstructured learning spaces? While it may be difficult to ensure that these moments of informal learning possess all the defining characteristics of the flipped classroom, using portions of the model to summarize literature reviews, provide current awareness services, or promote library services with new technologies can help establish and strengthen connections between academic librarians and the students, faculty, and health professionals they support.
BARRIERS AND ISSUES TO THE FLIPPED CLASSROOM MODEL As academic librarians continue to investigate the applications and role of the flipped classroom instructional model, several additional issues in adopting inverted instruction should be considered. Issues that pioneering librarians
Downloaded by [Georgian Court University] at 22:40 04 March 2015
372
C. A. Youngkin
should anticipate and plan for include difficulty obtaining faculty buy-in, student unfamiliarity and discomfort with the model, varying amounts of time required to invert instruction, and ensuring flipped content is accessible and compliant with the Americans with Disabilities Act (ADA).19 Issues arising from the adoption of the flipped classroom model, though formidable, are avoidable obstacles and could be opportunities to collaborate with faculty, information technology staff, administrators, and stakeholders to improve upon the services and resources of the library. Librarians are learning that not all curricula, students, and faculty are ideal for adopting the flipped classroom model, and that advanced planning and a thorough understanding of how the new and existing technologies will be used together is important. Librarians should be aware of these issues as they implement and consult with faculty to develop flipped classroom instruction.
CONCLUSION With an expanding acceptance of online learning tools and strategies, the flipped classroom will continue being explored as an efficient, productive, and engaging model to deliver instruction in higher education and in academic libraries. Additionally, opportunities to flip instruction should not be limited to traditional instructional settings and may present themselves in a variety of contexts—from informal teaching moments to week-long workshops to outreach projects and reference services. Academic health sciences librarians should monitor trends in how cloud-based educational technologies, digital learning spaces, and online repositories continue to re-define classrooms and the delivery of instruction to ensure that libraries use the flipped classroom to their advantage.
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ABOUT THE AUTHOR
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C. Andrew Youngkin, MLS ([email protected]) is Emerging Technologies & Evaluation Coordinator, Southeastern=Atlantic Regional Medical Library, Health Sciences & Human Services Library, University of Maryland, 601 W. Lombard Street, Baltimore, MD 21201.
