Objectives:
To reduce staff resource while maintaining or increasing student learning.  

Methods:
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. 

Findings:
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.

Discussion:
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. 



Authors:
* WHITTLESTONE, Kim, SERLIN, Ruth
LIVE Centre for Excellence, Royal Veterinary College, LONDON UK