Flipping a Collaborative Classroom to Gain Deeper Understanding of the Health System
The Health Systems and Policy course provides a broad introduction and overview of the Australian health system but has had to overcome the challenge that many students anticipate a dry and boring course of limited relevance or interest. We decided to tak
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Flipping a Collaborative Classroom to Gain Deeper Understanding of the Health System Allyson Mutch, Charlotte Young, Neville Smith, Kate van Dooren, Cassandra Ranatunga, Cathie Gillan, Katie Brooker, Greg Fowler and Lisa Fitzgerald Abstract The Health Systems and Policy course provides a broad introduction and overview of the Australian health system but has had to overcome the challenge that many students anticipate a dry and boring course of limited relevance or interest. We decided to take a different and more integrated approach that would foster deeper learning through the introduction of collaborative processes that placed students at the centre of class discussions. Learning objectives, teaching activities and assessment were realigned, and activities were developed to establish foundational knowledge
A. Mutch (*) · C. Young · N. Smith · K. van Dooren · C. Ranatunga · C. Gillan · K. Brooker · G. Fowler · L. Fitzgerald University of Queensland, Brisbane, Australia e-mail: [email protected] C. Young e-mail: [email protected] N. Smith e-mail: [email protected] K. van Dooren e-mail: [email protected] C. Ranatunga e-mail: [email protected] C. Gillan e-mail: [email protected] K. Brooker e-mail: [email protected] G. Fowler e-mail: [email protected] L. Fitzgerald e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 C. Reidsema et al. (eds.), The Flipped Classroom, DOI 10.1007/978-981-10-3413-8_16
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outside the classroom that would inform and support discussion, reflection, engagement and debate within the classroom. The following chapter maps our teaching team’s journey through the redevelopment of The Health Systems and Policy course. The chapter is divided into four sections. The first describes what we did, the second outlines how we did it, and the third reflects on our experiences. Some members of the teaching team maintained regular diaries of the semester; these reflections inform section three. In the final section, we briefly discuss some ‘next steps’. Keywords Teaching · Collaborative learning · Active learning · Flipped classroom · Student engagement · Team work · Public health · Higher education · Undergraduate
16.1 Introduction 16.1.1 How Did We Get Started? Our teaching team is responsible for PUBH1103: Health Systems and Policy (HSP), a first-year core course in the Bachelor of Health Sciences (BHlthSc) programme at The University of Queensland (UQ). The programme provides a preclinical and professional pathway for students seeking a career in health. Across the programme, students engage with courses covering a range of disciplines including biomedical sciences, public health, health behaviours, research methods, ethics and health policy. Health Systems and Policy provides a broad introduction and overview of the Australian health system. It examines: the key contributors to health care; the functions, financing and policy processes within the system; use of the system and associated care pathways;
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