Flipped classroom + Seminar

This technique aimed to replace long lectures, the traditional strategy for the learner, with a flipped classroom and seminar discussion in a small group. Worth (2013) said long lectures has the benefit of guaranteeing a specified amount of material is covered, but this is not useful for all students, while seminar that described in detail and discussion organized by the students have more benefit. Active teaching approaches such as the flipped classroom are linked to better quality student learning outcomes across health care disciplines, with the potential to support students' preparedness for practice. In the flipped classroom instructional approach, students engage in significant pre-class preparation to learn foundational knowledge and skills, then undertake instructional activities in the classroom that require them to integrate, apply and extend their learning to new contexts (Matthew et al., 2019).