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Flipping the Endocrine System: Enhancing Student Learning Outcomes in Blood Glucose Control
Citation
Douglas, T, Flipping the Endocrine System: Enhancing Student Learning Outcomes in Blood Glucose Control, Flipped Learning Symposium, 14-16 November, 2016, Adelaide, Australia (2017) [Conference Extract]
![]() | PDF (Abstract for invited poster at national Flipped Symposium held in Adelaide 14-16 November 2016) Pending copyright assessment - Request a copy 175Kb |
Abstract
Students studying first year anatomy and physiology are required to understand the
homeostatic control of the human body which is well illustrated by blood glucose control.
Traditionally, students have measured blood glucose homeostasis in fasted subjects in
response to a drink of Glucaidİ during endocrine practical classes. This has been
problematic in that students have not always been willing volunteers to fast and have their
blood sampled, and, ethics approval has been required for the practical session to
proceed. As a result, a shift in pedagogy was implemented for students to participate in
active learning in laboratories by reviewing case-based scenarios related to glucose
homeostasis, identifying normal and abnormal responses. This involves a knowledge of
the glucose tolerance test which was presented online using a short recorded lecture, a
relevant website, a conceptual quiz and an online memory game to enable students to
self-test their knowledge of blood glucose control concepts prior to practical sessions. In
2015, 53% of students accessed the online module prior to attending the face-to-face
practical session. Implementation of this flipped design resulted in tutors observing active
engagement in practical classes with respect to the case based scenarios and a 4.8%
improvement in summative assessment performance, related to the face to face class,
was observed in the 2015 student cohort. Students indicated that the online module,
particularly the self-tests, assisted their understanding of the topic. Flipping this aspect of
the endocrine system effectively enabled students to apply foundation knowledge of blood
glucose control. Importantly, student learning outcomes related to blood glucose
homeostasis were improved by adopting this flipped pedagogy.
Item Details
Item Type: | Conference Extract |
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Keywords: | glucose homeostasis, endocrine control, flipped learning, online games, case based scenarios |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Higher education |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Douglas, T (Ms Tracy Douglas) |
ID Code: | 115759 |
Year Published: | 2017 |
Deposited By: | Health Sciences |
Deposited On: | 2017-04-07 |
Last Modified: | 2017-05-18 |
Downloads: | 0 |
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