Finding the best foundation for hands-on learning

School of Health and Rehabilitation Sciences

Flipped Classroom

Dr Andrew Claus

PHTY2101 and PHTY7815 Foundations of Physiotherapy

While you would expect to see practical learning in physiotherapy courses, theoretical knowledge will always remain a priority in foundational courses. How then, are our physiotherapy teachers ensuring students get a ‘hands-on’ active learning experience? Dr Andrew Claus has flipped his classroom to enable students to both participate in simulated clinical situations and revise content in collaboration. He’s put together some suggestions for flipped classroom exercises here.


Utilising assessment to calculate learning confidence

School of Pharmacy

Certainty based MCQs

Mr Karl Winckel

PHRM3012 Quality Use of Medicines

Francis Bacon once said, “Knowledge is power.” In its simplest form, this statement is true for many. For many others, knowledge is futile unless it is accurate, and paired with effective rationale and proactive behaviour. To act on knowledge, particularly in a professional capacity, one would expect a degree of confidence in the knowledge. So, how do we as educators determine confidence in knowledge in our students? Course Coordinator Karl Winckel introduced Certainty Based Assessment Multiple Choice Questions (CBA MCQs) into his third year undergraduate pharmacy course with the aim of stimulating critical self-reflection in his students of their knowledge, and confidence (of their knowledge). Watch this video of Karl explaining the design process and read his findings and literature on the challenges and benefits implementing this form of assessment.


Using role-plays for real learning

School of Pharmacy

Simulated role-plays

Associate Professor Neil Cottrell

PHRM4012 Integrated Patient Centred Care

With the completion of The Pharmacy Australia Centre of Excellence (PACE) precinct in 2009 came an opportunity to do away with paper-based patient care exercises and introduce role-plays for experiential learning in a mock pharmacy. Professor Neil Cottrell says the role-plays are the optimum way for students to apply their knowledge to communicate and problem solve as they provide exceptional (pretend) patient care. Read what the students had to say here.

Pharmacy graduate Kaela Armitage says practicing in a setting as real as possible to her future workplace was crucial to calming her nerves before taking on her internship.


Online tutorials: features and flexibility

School of Health and Rehabilitation Sciences

Online placement support tutorials

Ms Anne-Maree Caine

OCTY3208 Occupational Therapy Clinical Practice and Clinical Reasoning

In an effort to offer students on placement more freedom and Friday afternoon learning flexibility, Ms Anne-Maree Caine (Clinical Education Liaison Manager for the School of Health and Rehabilitation Sciences) recently trialled online placement support tutorials. Watch the video of Anne-Maree and her students talking about the benefits of online support here, and read more about the course here.


Flipping the focus from teaching to learning

School of Psychology

Flipped Classroom

Dr Jason Tangen

PSYC2371 The Science of Everyday Thinking

Think101x (The Science of Everyday Thinking) was the first Massive Open Online Course (MOOC) developed to engage UQ students in a flipped classroom for an improved on-campus experience. Lead Dr Jason Tangen says over 500 students have benefitted from shifting the focus from passive to interactive learning as they utilise high production video, online experiments, polls, quizzes, forums, and readings to assess and develop their understanding and discuss, debate, and interact with peers in class.

Student feedback has applauded the interactive experience and on-campus attendance has maintained a steady rate of 95% of students in classes each week. The course has also seen over 300,000 online enrolments since 2014.

Check out resources from Think101 on YouTube, an article published in Contact Magazine, and this video on what MOOCs mean for academics at UQ.