No More Lectures?!
It’s true. For the first time a member of the Association of American Medical Colleges, the University of Vermont Medical School (UVM), will completely eliminate lectures as a method of in-class instruction. According to this Inside Higher Ed story, the UVM will be removing all lecture classes in favor of a flipped classroom. Students will now be responsible for watching instructional videos on their own and class time will be used for working in active learning classrooms lead by an instructor.
UVM is not alone. They are part of a growing trend to flip classrooms in STEM education, especially in medicine. The sea-change has emerged from a large volume of data which supports active learning as a superior method of instruction when compared to traditional lectures (Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, & Wenderoth, 2014). UVM also cited research conducted by Stanford University in conjunction with Kahn Academy, which tested the flipped classroom model in medical courses, as pivotal in their decision. In a quote from the article, William Jeffries, senior associate dean for medical education at UVM stated in an interview, “We teach evidence-based medicine all the time, if you have the evidence to show one treatment is better than the other, you would naturally use that treatment. So if we know that there are methods superior to lecturing, why are we lecturing at all?”
This approach can work for all kinds of courses, not just Medicine. If you want to learn more about active learning and flipping your classroom, you are in luck! OLITS will be conducting a workshop titled, Flipping the classroom: How to implement an active learning environment on Monday October 3rd at 2pm! Visit the OLITS Professional Development page to add this workshop to your calendar, or contact Otis Wilder for more information.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.