Authors

  1. Cline, Genieveve PhD, DNP, APRN, NNP-BC, CNE, NPD-BC
  2. Rinaldi, Kailey PhD, APRN, CPNP-PC, CNE

Article Content

To meet the learning needs of a multicultural, multigenerational group of undergraduate BSN students, with varied learning styles, virtual, voluntary study groups called PathoREWIND sessions were developed and implemented in a pathophysiology course using a flipped classroom structure. Ninety-minute virtual sessions were hosted weekly by the course instructor. Students attended live lectures or reviewed voiced over PowerPoint lectures before attending the study sessions. The lectures were organized by body systems (neurological, cardiac, respiratory, gastrointestinal, renal, genitourinary, endocrinology, and integumentary). The weekly content typically included 3 lectures in the series (a basic review of the system-specific anatomy and physiology, pathophysiology, and disorders of the adult, followed by the child and infant pathophysiology). The course instructor in collaboration with the teaching assistant developed the games (Is That Your Best Answer?), unfolding case studies (specific to the body system) and practice questions that were used to engage the students and promote learning outcomes. The voluntary study sessions were regularly attended by all the students enrolled in the course. Preliminary evidence from course evaluations supported the implementation of the innovative teaching strategy. The mean course section evaluation scores increased from 2.35 to 4.435 (range, 0-5). Student narrative comments on the course evaluations further supported the innovative teaching strategy, "PathoREWIND sessions were ... very effective in facilitating learning" and "The PathoREWIND sessions at the end of the week were extremely helpful."