The flipped classroom at BSMS – What happened at a recent workshop

Dr Julia Montgomery
Director of Assessment & Feedback and Senior Lecturer in Medical Education

We recently ran a one-day workshop, titled “Do you want to flip?”, for BSMS teachers interested in learning more about this approach and have a go at developing pre-lecture material. Here is a quick report back on how it went.

What is the flipped classroom?

The ‘flipped classroom’ approach to teaching is relatively new, emerging as a term around 2010.

The first principle is that students are given pre-lecture work to do that covers the basic/fundamentals of the subject so that the time within the actual lecture with the lecturer can be used to explore the subject in greater depth and thus moving the student from a receiver of facts to the higher stages of Bloom’s taxonomy of learning, the application of knowledge and critical thinking.

The second principle is the use of blended learning both before and during the lecture time. Blended learning involves the use of both on line digital media (videos, podcasts, animations, quizzes, narrated slides) as well as face-to face-teaching. Continue reading

Using images for creating resources

  Jil Fairclough, Medical School Librarian and Technology Enhanced Learning Lead


The BSMS Library Service often gets asked to advise on what images can be used when creating online learning resources. Here is a quick guide on finding and using images.

Questions to ask yourself are:

  • Is it free?
  • Do I need to get permission to use?
  • Do I need to credit the image in a particular way?
  • Are there any restrictions on how I can use the image?
Creative Commons is a widely-recognised and easy-to-use means of applying copyright licence to works, including images

Continue reading

New e-learning resources for Year 4 medical students

This year has seen the most significant growth in e-learning resources in the history of BSMS.

Part of this growth was to support the move of obs & gynae and paeds into Year 4 of the undergraduate medicine curriculum. This necessitated  more specialty rotations of slightly shorter length with smaller group sizes. Several of the specialty rotation leads turned to technology-enhanced learning (TEL) tools to deliver the learning content for students whilst maximising their clinical exposure. Most of these did this by providing online video-based information on core topics that students viewed before the weekly seminar. This means they could spend the face-to-face time focussing on deeper learning. Here’s an example of what has been produced:

year-4-tel-initiatives-screenshots
Screenshots from some of the online resources
End of life care Two web-based tutorials providing students with information and a case-scenario PowerPoint; Adobe Captivate
Aspects of labour Four web-based tutorials with specially-produced clinical skills videos and quizzes Clinical Media Centre (BSUH); Adobe Captivate
Neurology and neurosurgery Nine screencasts* of core topics in the neurology rotation followed by self-test quizzes Camtasia Studio; Studentcentral quiz tool
Sexual Health Seven screencasts* of core topics in the HIV/GUM rotation, and four supplementary ones, followed by self-test quizzes Camtasia Studio; Studentcentral quiz tool
Musculoskeletal medicine Two self-test quizzes and two videos of interviews with a patient around their care and experience Studentcentral quiz tool
Video capture and edit

*Recordings of teaching presentations made by the clinical lecturers themselves

We will showcase some of these in future posts with more detail to give insight into how busy clinical faculty found using the technology and how they feel it has impacted teaching. It might give you some ideas as to what you could do…