Tag: blended learning

Flipped learning helps evaluation of health delivery systems

When it comes to medical device and health services development, it is essential to conduct a rigorous analysis and propose fitting solutions. These should cover the specific situations that impact the user and the country’s system within which they are delivered. This not only requires knowledge in medical device evaluation and regulation, but also “soft” skills such as empathy. In order to maximise opportunities for his students to develop these competences, Prof. Dr. Walter Karlen flipped his class so that his students could practice the skills he intends for them to learn. The course in question is called Appropriate Health System Design, an elective course open to all master students of ETH.

What triggered this approach?

Comprehensive analysis and human centred design are very important competences in Dr. Karlen’s field. Encouraged and informed by what he learned in the didactic course Teaching at ETH: Committed and skilled, he adjusted his course design to become almost entirely flipped.

What exactly did he do?

Students work in groups to work their way through the challenges he sets for them every week. Readings assigned as homework prepare students to solve problems together during class time, while he is there to advise and support them. Using the principles learned during the didactic course, he ensures that he consolidates the results of their group activities and are shared in an online book so all students can benefit. This also means he can provide feedback on their progress towards the learning objectives.

Students attempt to improve existing devices (such as a standard asthma inhaler or an x-ray machine) or systems within which these devices are delivered. They do this according to the unique needs of fictional personas they collectively developed in the first weeks of the course. Then, they develop prototypes and evaluate them for appropriateness. They present their results in a final graded poster presentation to their peers and a panel of experts.

What were the results?

The response of the students has been very positive. They complimented the interactive course design and rated the course highly in the most recent evaluation. “I believe the students are inspired more. They will certainly remember this course next time they see a medical device. Even though adjusting the course plan has taken time, the effort was well worth it.”

 

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