Flipped classroom Powered by Moodle Prathiba Sriram Meg

Flipped classroom: Powered by Moodle Prathiba Sriram, Meg Chiswell, Alison Beal Prathiba. Sriram@cancervic. org. au Instructional Designer © Cancer Council Victoria | 24 th September 2018 | cancervic. org. au

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LMS implementation 5 | Flipped classroom: Powered by Moodle

Victorian Cancer Clinicians Communication Program “ 42% of physicians experience stress after breaking bad news, and the effects last from several hours to more than 3 days”. “Results from one study revealed that clinicians who took part in communication skills training showed significant positive improvements of up to 51% in empathic ratings”. “There is compelling evidence that communication affects numerous other important and meaningful health outcomes, such as adherence to drug regimens and diets, pain control and improvements in physical, functional and psychological well-being”. 6 | Flipped classroom: Powered by Moodle Buckman, R. A 2005, pp. 138 -142 Bonvicini K et al, 2009, pp. 3 -10 Ong et al. 1995; Stewart, 1996, cited in Fallowfield et al. 2003

Flipped classroom – Why? Learner centred Facilitator centred Reading, lectures, group exercises Skills spotting, workshops, discussion exercises DOING KNOWING Didactic – interest, knowledge, frameworks 7 | Flipped classroom: Powered by Moodle Role play, feedback Experiential, reflection, discussion, deeper understanding Flipped classroom: Hew and Kwan, 2018 Experiential – leading to action/behaviour change

How does it look? PRE-CLASS Pre-learning survey IN-CLASS Experiential learning workshop Course evaluation survey Support resources Foundational online module MOODLE LMS 8 | Flipped classroom: Powered by Moodle POST-CLASS

Learner journey – Registration 9 | Flipped classroom: Powered by Moodle

Moodle classroom 10| Flipped classroom: Powered by Moodle

The layout 11| Flipped classroom: Powered by Moodle

Course components • Pre-learning survey • Part 1 foundational online course: Interactive, activitybased, videos, reflective questions 12| Flipped classroom: Powered by Moodle

Course components • Part 2 experiential learning workshop: Simulated patient (actors), peer learning, feedback • Course evaluation • Support resources 13| Flipped classroom: Powered by Moodle

Course FAQs and completion 14| Flipped classroom: Powered by Moodle

Success factors • Knowledge acquisition moved out of class, thus maximising in-class time for active/collaborative learning • Learner-centred course design • Optimal use of resources • Pilot model to gauge program receptiveness • Start simple and build from there; inspired by the ‘Design Thinking’ model • Moodle customised as a one-stop place to better manage learning for all involved Empathise 15| Flipped classroom: Powered by Moodle Define Prototype Ideate Ref: Hasso-Plattner Institute of Design at Stanford Test

Lessons learnt • Create the foundation – LMS strategic plan, needs analysis, scoping • Pick the right team skills – LMS Admin, Instructional Designer, Subject Matter Experts • Define project owners and align expectations at the start 16| Flipped classroom: Powered by Moodle

Next steps • Iterative user testing and Go-live • Progression of digital learning strategy across the domains: o Learning design o Technology o Change management – Innovation and developing practice 17| Flipped classroom: Powered by Moodle

References • • • Buckman, R. A 2005, ‘Breaking bad news: The S-P-I-K-E-S strategy’, Community Oncology, vol. 2, pp. 138– 142 Bonvicini K et al, 2009, ‘Impact of communication training on physician expression of empathy in patient encounters’, Patient education and counselling, vol. 75, pp. 3 -10 Ong LM, de Haes JC, Hoos AM, Lammes FB, 1995, ‘Doctor – patient communication: a review of the literature’, Soc Sci Med, vol. 40, pp. 903– 918 Stewart MA, 1996, ‘Effective physician – patient communication and health outcomes: a review’, Can Med Assoc J, 152, pp. 1423– 1433 Hew and Kwan 2018, ‘Flipped classroom improves student learning in health professions education: a meta-analysis’, BMC Medical Education, viewed 17 September 2018, <https: //bmcmededuc. biomedcentral. com/articles/10. 1186/s 12909 -018 -1144 -z> Hasso-Plattner Institute of Design at Stanford, Design Thinking, viewed 17 September 2018, <https: //hpi. de/en/school-ofdesign-thinking/design-thinking. html> 18| Flipped classroom: Powered by Moodle