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Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

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Journal of Science Education and Technology Volume 25, Number 3, ISSN 1059-0145


A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48% in the traditional class to 56-65% in the flipped classroom approach. The majority of students (93 and 89%) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93%) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71%). The majority of students recommended that this approach be repeated the following year (69 and 75%).


Porcaro, P.A., Jackson, D.E., McLaughlin, P.M. & O'Malley, C.J. (2016). Curriculum Design of a Flipped Classroom to Enhance Haematology Learning. Journal of Science Education and Technology, 25(3), 345-357. Retrieved July 2, 2022 from .

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Cited By

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  • Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge

    Rianne A.M. Bouwmeester, Center for Education and Training; Renske A.M. de Kleijn, Centre for Teaching and Learning; Inge E.T. van den Berg, Department of Genetics; Olle Th.J. ten Cate, Center for Research and Development of Education; Harold V.M. van Rijen, Center for Education and Training; Hendrika E. Westerveld, Department of Internal Medicine

    Computers & Education Vol. 139, No. 1 (October 2019) pp. 118–128

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