Flipped Phonetics: Redesigning a course in a Medical Educational Program

Logopedics, Phoniatrics, and Audiology (Perspectives on Program) 2020-06-16

Abstract

As course director of the phonetics course taught in the first year to students attending the Speech and Language Pathology (SLP) program at Lund University, I had noticed that the students had become increasingly less motivated, engaged and responsible for their own learning, and this had led to a significant drop in passing grades. Discussions with the students on numerous occasions confirmed this. I an attempt to help my students, I decided to change my teaching strategy by flipping the classroom. In 2017, as part of a course development project at the higher education pedagogy facility (MedCUL) at the faculty of medicine at Lund University, I flipped parts of my course by recording videos of lectures and introducing elements of TBL. The purpose of this report is to describe the methodology and procedure used in the course redesign, to outline the evaluation of the outcome of the project and discuss some of my own and my students’ experiences of flipping the classroom. The goals were to improve student learning and to develop student engagement and skills as team players and critical thinkers. I hope that my report may inspire other instructors to develop, implement and evaluate pedagogical strategies aimed at transforming the learning experience of students of health professions as well as within other disciplines.