Flipped learning in faculty development programs: Opportunities for greater faculty engagement, self-learning, collaboration and discussion

YILMAZ Y., ÇALIŞKAN S. A., Darcan Ş., Darendeliler F.

Turkish Journal of Biochemistry, cilt.47, sa.1, ss.127-135, 2022 (SCI-Expanded) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 47 Sayı: 1
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1515/tjb-2021-0071/html
  • Dergi Adı: Turkish Journal of Biochemistry
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Academic Search Premier, EMBASE, Food Science & Technology Abstracts, Directory of Open Access Journals
  • Sayfa Sayıları: ss.127-135
  • Anahtar Kelimeler: faculty development, flipped classroom, flipped learning, key-feature examination, key-feature questions
  • İstanbul Üniversitesi Adresli: Evet

Özet

© 2021 Yusuf Yılmaz et al.Objectives: This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees' success and their opinions for the KFQs in a board exam. Methods: The study group consisted of two cohorts - Pediatric Endocrinology and Diabetes Society Board members (n=11) and Pediatric Endocrinology Subspecialty 2019 Board Examination examinees (n=22). We used flipped learning approach to develop KFQs. This entailed writing KFQs while learning took place online. The discussion and refinement of the questions for the exam were done during the face-to-face meeting. At the end, feedback was taken from both cohorts. Results: The faculty members developed 14 KFQs during the flipped learning process. They found the training useful (Md=9, IQR=1), and expressed high satisfaction (Md=9, IQR=1) for flipped learning approach. According to the faculty members, peer review was an important step in the flipped learning instructions for revising and improving the KFQs. Conclusions: A successful intervention of flipped learning approach has been tested in a FDP dedicated for KFQ writing. During flipped learning, the board (faculty) members were more engaged, motivated for self-learning and collaboration, and encouraged for robust face-to-face discussions.