Using a flipped laboratory strategy to improve student engagement and to create equity in multidisciplinary, multimodal, anatomy and physiology units

Introduction/Background The study of Anatomy and Physiology provides foundational knowledge of the normal human body to healthcare students. Its study carries a heavy cognitive load, so a stepwise approach to delivery of the content for student learning is often needed. Our teaching of this discipline entailed weekly lectures and a laboratory practical which include: (1) active engagement with anatomical models, bones and human plastinates, (2) palpations and (3) case studies/medical imaging to simulate real world examples. Multimodal delivery of this content proved to be challenging. This stepwise method worked for our internal students who attended the face-to-face practical which reinforced the weekly content. However, distance students who covered all the content at an end-of-term residential school, were found to be underprepared and overwhelmed. Aim/Objectives Given the inequity in learning across student cohorts, we aimed to develop resources that met the needs of both internal and distance students. Additionally, we intend to use these resources in a flipped laboratory strategy to enhance student engagement and learning. Discussion The flipped laboratory strategy was implemented using the following steps: (1) Weekly practical videos using anatomical models and bones were recorded using different orientations, planes and spatial relationships thereby allowing a 3D view of the models to be shown while discussing the anatomical structures. This was coupled with customized practical worksheets designed for more active learning. (2) Photographs of the anatomical models and bones, with contrasting backgrounds and various orientations, were provided and students encouraged to label the structures on the photographs. (3) Videos demonstrating palpations, and discussions of case studies and medical imaging were recorded to help facilitate the transition to “real-world”. Students were encouraged to engage with these weekly resources, prior to attending their practicals/residential school. The flipped laboratory strategy has positively transformed practical learning for 500+ students across diverse disciplines resulting in positive student feedback from all student cohorts. Issues/Questions for exploration OR Ideas for further discussion How was the flipped laboratory strategy implemented? What was the impact on student engagement?