Assessment Of High School Teachers’ Competencies In The Management Of Flipped Classroom Lessons On Healthcare Disparities
Rob Rockhold1, Marie Barnard2, Ashley Crumby2, Dominique McInnis3, Andrew Notebaert1, Erin Dehon1, Donna Sullivan1, Caroline Compretta1, Stephen Stray1, Juanyce Taylor1, Shelley Thompson1, Xiaoshan Gordy1, Edgar R. Meyer1
1The University of Mississippi Medical Center, Jackson, MS
2Department of Pharmacy Administration, The University of Mississippi, Oxford, MS
3Department of Biology, Germantown High School, Madison, MS
At the University of Mississippi Medical Center, Science Teaching Excites Medical Interest (STEMI) engages basic science faculty and Clinical Anatomy graduate students to provide professional development to high school teachers on how to develop and implement active learning activities in their classrooms through flipped classroom modules. STEMI collaborations incorporate exposure to laboratory and simulation activities, multimedia equipment and learning platforms, and flipped learning practices and techniques. STEMI investigators utilize a modified version of a validated instrument (Reformed Teaching Observation Protocol, RTOP) that includes STEMI-specific competencies to objectively assess implementation of flipped learning modules. The data gathered from an initial assessment of one such module are presented. The use of observations to examine the efficacy of the learning modules provides a measure for ensuring the sustainability of STEMI and for providing quantitative data of the quality of the learning modules. These learning modules will be available for dissemination to target multiple cohorts of secondary education students in Mississippi. The goal is to increase their understanding of the impact of health disparities and spark their interest in pursuing health science careers in order to address these disparities and improve the health of their fellow Mississippians. This project was supported by the National Institute of General Medical Sciences under Award Number 8 R2 5GM129212-03. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.