To reduce staff resource while maintaining or increasing student learning.  

We designed a modified flipped classroom session for first year undergraduates. Online materials were provided in preparation for a small group session. In the group, students listened to each other in different ways and then discussed the relevance of listening to clinical practice. Finally, groups summarised their learning through a reflective blog post with staff providing written feedback. 

In year 1, we were impressed with how the students engaged and although two facilitators were present in the room, their input was not required. A year later, we ran the session again without facilitators present in the room and without loss of student engagement. Some groups chose to do the session at a different time and place from that scheduled. Group blog posts demonstrated general achievement of the intended learning outcomes for the session.

Flipping the classroom for peer-to-peer interactive sessions can result in effective student activity with minimal faculty presence. It can also allow students to schedule their learning in a way that makes more effective use of their time. 

LIVE Centre for Excellence, Royal Veterinary College, LONDON UK