Postgraduate Medical Ultrasound Programme: Have we Flipped?

Article English OPEN
Harrison, G. ; Harris, A. (2014)
  • Publisher: City University London
  • Subject: LB2300 | RC
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

In recent years due to technological advances, innovative curriculum design has been central to the developments within many health care education programmes. The Medical Ultrasound programme at City University London has been no exception. To enhance the face to face learning time within the part-time postgraduate programme a method of blended learning was developed, which involves on-line lectures and guided self-study, supported by interactive film viewing sessions, group discussions, simulation and games within the lectures. Additionally on-line case discussions are used to share clinical cases from the students’ workplace and develop collaborative M-level learning and assessment in the clinical modules. To further engage students with this collaborative learning and help to develop transferable skills, students negotiate their own “rules” and take responsibility for leading the cases.\ud \ud The term “flipped classroom” has appeared frequently in recent educational literature. This article will consider whether the post-graduate medical ultrasound programme has fully flipped, review some of the student feedback and share ideas that could be used within other programmes.
  • References (2)

    Harrison, G. (2014) "Summative Clinical Competency Assessment: A Survey of Ultrasound Practitioners' Views" Ultrasound. Published online September 17, 2014, doi: 10.1177/1742271X14550238.

    Harrison, G. Mulloy, B. Harris, A. Flinton, D. (2012) “On-line case discussion assessment in Ultrasound: The effect on student centred and inter-professional learning”. Radiography, 18 (3), pp. 160 - 165.

  • Related Research Results (1)
    Inferred
    Davies et al 2013 (2013)
    40%
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