The flipped-problem based learning model combines two educational approaches: the flipped classroom model and problem-based learning (PBL). In this model, students are exposed to instructional content outside the classroom through pre-recorded lectures, readings, or online modules, while the classroom time is dedicated to collaborative problem-solving and active learning activities related to real-world problems. The effect of the flipped-problem based learning model can be observed in several aspects:

1. Increased engagement and active learning: Flipping the classroom allows students to engage with the instructional content at their own pace and convenience, which can enhance their motivation and active participation in the learning process. In the classroom, students can apply the knowledge gained through pre-class activities to solve problems, engage in discussions, and work collaboratively with their peers.
2. Improved critical thinking and problem-solving skills: Problem-based learning focuses on authentic, complex problems that require critical thinking, analysis, and problem-solving skills. By combining PBL with the flipped classroom model, students have more time in the classroom to actively engage in problem-solving activities, apply their knowledge, and develop higher-order thinking skills.
3. Enhanced self-directed learning: The flipped-problem based learning model promotes self-directed learning as students are responsible for engaging with the instructional content independently before coming to the classroom. This encourages students to take ownership of their learning, develop self-regulation skills, and become more independent learners, which is beneficial for their long-term academic and professional development.
4. Facilitated peer collaboration and teamwork: The collaborative nature of problem-based learning is further supported in the flipped-problem based learning model. Classroom time is dedicated to group discussions, brainstorming, and collaborative problem-solving activities. This promotes peer collaboration, teamwork, and the exchange of diverse perspectives and ideas, fostering a supportive and interactive learning environment.
5. Personalized learning opportunities: The flipped-problem based learning model allows students to progress through the instructional content at their own pace, reviewing and revisiting concepts as needed. This personalized learning approach accommodates different learning styles and preferences, ensuring that students have the opportunity to grasp the content before engaging in problem-solving activities.
6. Application of knowledge to real-world contexts: By integrating real-world problems into the classroom activities, the flipped-problem based learning model helps students understand the relevance and practical application of the knowledge they acquire. This enhances their ability to transfer knowledge to real-life situations, preparing them for the challenges they may encounter in their future professional careers.

Topic: Medication Administration

Pre-Class Activities (completed outside the classroom):

1. Students are assigned to watch a pre-recorded lecture on medication administration, which covers topics such as medication calculations, routes of administration, and safety considerations.
2. Students are provided with online resources, such as articles or interactive modules, to further explore the topic and reinforce their understanding.

In-Class Activities:

1. Warm-up discussion: At the beginning of the class, students engage in a brief discussion to review the key concepts covered in the pre-recorded lecture. This allows the instructor to address any questions or concerns and ensure that all students have a basic understanding of the topic.
2. Case study analysis: Students are divided into small groups and given a medication administration case study. The case study presents a scenario where a patient requires medication, and students must analyze the patient’s condition, calculate dosages, consider potential drug interactions, and identify any safety precautions or considerations.
3. Group discussion and problem-solving: Each group discusses their case study and presents their findings to the class. The instructor facilitates a class-wide discussion, encouraging students to compare approaches, discuss challenges, and propose solutions. This promotes collaborative problem-solving and allows students to learn from each other’s perspectives.
4. Simulation or hands-on activity: In this flipped classroom activity, students engage in hands-on practice of medication administration. They may participate in a simulated medication administration scenario, where they demonstrate their knowledge and skills in a controlled environment. Alternatively, they may practice medication calculations or demonstrate the proper technique for administering medications using equipment or mannequins.
5. Reflection and application: Towards the end of the class, students reflect on the knowledge gained from the pre-class activities and the in-class activities. They discuss how the flipped classroom approach influenced their learning, identified areas of improvement, and share insights on how they can apply their learning in future clinical or practical settings.

The flipped classroom activity described above allows students to gain foundational knowledge and understanding of medication administration through pre-class activities. This frees up valuable class time for active learning, problem-solving, and hands-on practice. By engaging in collaborative activities and simulations, students can reinforce their understanding, apply their knowledge to real-world scenarios, and receive immediate feedback from their instructor and peers. This approach promotes a deeper understanding of the topic and enhances students’ critical thinking and clinical decision-making skills.

References

Kassymova, G., Akhmetova, A., Baibekova, M., Kalniyazova, A., Mazhinov, B., & Mussina, S. (2020). E-Learning environments and problem-based learning. International Journal of Advanced Science and Technology, 29(7), 346-356.

Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069.

Nurkhin, A., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141-1150.

Nurtanto, M., Fawaid, M., & Sofyan, H. (2020, July). Problem based learning (PBL) in Industry 4.0: Improving learning quality through character-based literacy learning and life career skill (LL-LCS). In Journal of Physics: Conference Series (Vol. 1573, No. 1, p. 012006). IOP Publishing.