Contributed Paper C295In session C7F (Wednesday 11th, 9:30–10:30, Level 2E - Medium)
Utilizing a Flipped Classroom for an Introductory Biostatistics Course
PresenterJacqueline Milton (United States)
This article describes the philosophy and methodology used to redesign an Introduction to Biostatistics course at the Boston University School of Public Health using the flipped classroom approach. The course was previously taught using a traditional lecture-based model where students learned material in class and complete homework assignments outside of class. The course was redesigned such that students are required to watch video lectures online and complete quizzes to prepare for class. During class, rather than lecture, students engage in active learning exercises including: audience response (“clicker”) questions, pair and share activities, microlectures, and case studies with discussion. Formative assessments include weekly homework assignments which involved data analysis and interpretation using RStudio; summative assessments include a group project, midterm and final exam.